WorldWideScience

Sample records for k-12 national science

  1. Soil Science Society of America - K-12 Outreach

    Science.gov (United States)

    Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan

    2013-04-01

    The Soil Science Society of America created its K12 Committee in 2006 in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers. The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has cooperated and contributed to the American Geologic Institutes' Earth Science Week materials with brochures and lesson plans and with National Association of Conservation Districts by providing peer-review and distribution of materials. The most recent developments from the committee include a web redesign that is more student and teacher friendly, the development of a peer-review system to publish K12 Lesson Plans, and finally the publication of a new soils

  2. The Astronomy and Space Science Concept Inventory: Assessment Instruments Aligned with the K-12 National Science Standards

    Science.gov (United States)

    Sadler, Philip M.

    2011-01-01

    We report on the development of an item test bank and associated instruments based on those K-12 national standards which involve astronomy and space science. Utilizing hundreds of studies in the science education research literature on student misconceptions, we have constructed 211 unique items that measure the degree to which students abandon such ideas for accepted scientific views. Piloted nationally with 7599 students and their 88 teachers spanning grades 5-12, the items reveal a range of interesting results, particularly student difficulties in mastering the NRC Standards and AAAS Benchmarks. Teachers generally perform well on items covering the standards of the grade level at which they teach, exhibiting few misconceptions of their own. Teachers dramatically overestimate their students’ performance, perhaps because they are unaware of their students’ misconceptions. Examples are given showing how the developed instruments can be used to assess the effectiveness of instruction and to evaluate the impact of professional development activities for teachers.

  3. The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

    Science.gov (United States)

    Keller, T.

    2010-12-01

    The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

  4. CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

    Science.gov (United States)

    Hickman, Paul

    2002-04-01

    It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

  5. Extending the Pathway: Building on a National Science Foundation Workforce Development Project for Underserved k-12 Students

    Science.gov (United States)

    Slattery, W.; Smith, T.

    2014-12-01

    With new career openings in the geosciences expected and a large number of presently employed geoscientists retiring in the next decade there is a critical need for a new cadre of geoscientists to fill these positions. A project funded by the National Science Foundation titled K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career involving Wright State University and the Ripley, Lewis, Union, Huntington k-12 school district in Appalachian Ohio took led to dozens of seventh and eighth grade students traveling to Sandy Hook, New Jersey for a one week field experience to study oceanography with staff of the New Jersey Sea Grant Consortium. Teachers, parent chaperones, administrators and university faculty accompanied the students in the field. Teachers worked alongside their students in targeted professional development during the weeklong field experience. During the two academic years of the project, both middle school and high school teachers received professional development in Earth system science so that all students, not just those that were on the summer field experience could receive enhanced science learning. All ninth grade high school students were given the opportunity to take a high school/college dual credit Earth system science course. Community outreach provided widespread knowledge of the project and interest among parents to have their children participate. In addition, ninth grade students raised money themselves to fund a trip to the International Field Studies Forfar Field Station on Andros Island, Bahamas to study a tropical aquatic system. Students who before this project had never traveled outside of Ohio are currently discussing ways that they can continue on the pathway to a geoscience career by applying for internships for the summer between their junior and senior years. These are positive steps towards taking charge of their

  6. 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.

  7. Problem-Based Learning in the Life Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom; Parker, Joyce; Eberhardt, Janet

    2016-01-01

    "Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

  8. Enriching K-12 Science and Mathematics Education Using LEGOs

    Science.gov (United States)

    Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

    2012-01-01

    This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

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

    Science.gov (United States)

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

    2005-01-01

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

  10. The Engaged Microbiologist: Bringing the Microbiological Sciences to the K-12 Community.

    Science.gov (United States)

    Westenberg, David J

    2016-03-01

    Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education.

  11. Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

    Science.gov (United States)

    Holzer, M. A.; National Earth Science Teachers Association

    2011-12-01

    Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in

  12. Increasing ocean sciences in K and 1st grade classrooms through ocean sciences curriculum aligned to A Framework for K-12 Science Education, and implementation support.

    Science.gov (United States)

    Pedemonte, S.; Weiss, E. L.

    2016-02-01

    Ocean and climate sciences are rarely introduced at the early elementary levels. Reasons for this vary, but include little direct attention at the national and state levels; lack of quality instructional materials; and, lack of teacher content knowledge. Recent recommendations by the National Research Council, "revise the Earth and Space sciences core ideas and grade band endpoints to include more attention to the ocean whenever possible" (NRC, 2012, p. 336) adopted in the Next Generation Science Standards (NGSS), may increase the call for ocean and climate sciences to be addressed. In response to these recommendations' and the recognition that an understanding of some of the Disciplinary Core Ideas (DCIs) would be incomplete without an understanding of processes or phenomena unique to the ocean and ocean organisms; the ocean Literacy community have created documents that show the alignment of NGSS with the Ocean Literacy Principles and Fundamental Concepts (Ocean Literacy, 2013) as well as the Ocean Literacy Scope and Sequence for Grades K-12 (Ocean Literacy, 2010), providing a solid argument for how and to what degree ocean sciences should be part of the curriculum. However, the percentage of science education curricula focused on the ocean remains very low. This session will describe a new project, that draws on the expertise of curriculum developers, ocean literacy advocates, and researchers to meet the challenges of aligning ocean sciences curriculum to NGSS, and supporting its implementation. The desired outcomes of the proposed project are to provide a rigorous standards aligned curricula that addresses all of the Life Sciences, and some Earth and Space Sciences and Engineering Design Core Ideas for Grades K and 1; and provides teachers with the support they need to understand the content and begin implementation. The process and lessons learned will be shared.

  13. Designing Successful Science Contests for K-12

    Science.gov (United States)

    Schwerin, T.; Colleton, N.

    2006-12-01

    Contests can engage, motivate, instruct and inspire students of all grade levels and interests. What are the ingredients necessary for a successful science contest? The Institute for Global Environmental Strategies (IGES) has recommendations for designing science-based competitions that are both fun and educational for for elementary and secondary students. These recommendations were developed as a result of IGES' experience gained through two annual student competitions that focus on Earth science topics: An annual art contest, for grades 2-4, challenges U.S. students to explore a specific Earth science topic. For example, past themes have included Polar Explorations: Going to Extremes (2006); Connect-4: Air, Land, Water, and Life (2005); and Picture Me: What Kind of Earth Explorer Would I Be? (2004). The contest supports national science education standards for grades K-4, and includes suggested classroom activities, books, and movies. The Thacher Scholarship was founded in 2000 by IGES in honor of the late Peter S. Thacher, a former IGES board member and leader in promoting the use of satellite remote sensing. The $4,000 scholarship is awarded to exceptional high school students displaying the best use of satellite remote sensing in understanding our changing planet.

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

    Science.gov (United States)

    2004-01-01

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

  15. Outstanding Science Trade Books for Students K-12: Books Published in 2015

    Science.gov (United States)

    Science and Children, 2016

    2016-01-01

    Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards" ("NGSS"). Indeed the "Framework" urges to help learners "[build] progressively more sophisticated explanations of natural…

  16. BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

    Science.gov (United States)

    Battersby, Cara

    2016-01-01

    Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

  17. National Center for Mathematics and Science - links to related sites

    Science.gov (United States)

    Mathematics and Science (NCISLA) HOME | WHAT WE DO | K-12 EDUCATION RESEARCH | PUBLICATIONS | TEACHER Modeling Middle School Mathematics National Association of Biology Teachers National Association for Mathematics National Science Teachers Assocation Show-Me Center Summit on Science TERC - Weaving Gender Equity

  18. Scientists Involved in K-12 Education

    Science.gov (United States)

    Robigou, V.

    2004-12-01

    The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping

  19. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

    The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

  20. Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

    Science.gov (United States)

    McAuliffe, C.

    2016-12-01

    Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

  1. NGSS-Aligned, K-12 Climate Science Curricula, taught with citizen science and teacher-led inquiry methods

    Science.gov (United States)

    Zainfeld, S.

    2017-12-01

    Teacher-led inquiry into student learning is a promising method of formative assessment to gain insight into student achievement. NGSS-aligned K-12 Climate Science curricula taught with citizen science and teacher-led inquiry methods are described, along with results from a scientist-teacher collaboration survey.

  2. A Framework for Quality K-12 Engineering Education: Research and Development

    Science.gov (United States)

    Moore, Tamara J.; Glancy, Aran W.; Tank, Kristina M.; Kersten, Jennifer A.; Smith, Karl A.; Stohlmann, Micah S.

    2014-01-01

    Recent U.S. national documents have laid the foundation for highlighting the connection between science, technology, engineering and mathematics at the K-12 level. However, there is not a clear definition or a well-established tradition of what constitutes a quality engineering education at the K-12 level. The purpose of the current work has been…

  3. Problem-Based Learning in the Physical Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2018-01-01

    "Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

  4. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  5. 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.

  6. Scientific Participation at the Poles: K-12 Teachers in Polar Science for Careers and Classrooms

    Science.gov (United States)

    Crowley, S.; Warburton, J.

    2012-12-01

    PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the polar regions. PolarTREC highlights the importance of involving teachers in scientific research in regards to their careers as educators and their ability to engage students in the direct experience of science. To date, PolarTREC has placed over 90 teachers with research teams in the Arctic and Antarctic. Published results of our program evaluation quantify the effect of the field experience on the teachers' use of the real scientific process in the classroom, the improvement in science content taught in classrooms, and the use of non-fiction texts (real data and science papers) as primary learning tools for students. Teachers and students both report an increase of STEM literacy in the classroom content, confidence in science education, as well as a markedly broadened outlook of science as essential to their future. Research conducted with science teams affirms that they are achieving broader impacts when PolarTREC teachers are involved in their expeditions. Additionally, they reported that these teachers making vital contributions to the success of the scientific project.

  7. Assessing the Life Science Knowledge of Students and Teachers Represented by the K-8 National Science Standards

    Science.gov (United States)

    Sadler, Philip M.; Coyle, Harold; Cook Smith, Nancy; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

    2013-01-01

    We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test…

  8. K-12 Students' Perceptions of Scientists: Finding a Valid Measurement and Exploring Whether Exposure to Scientists Makes an Impact

    Science.gov (United States)

    Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

    2014-01-01

    This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a…

  9. Cool Science: K-12 Climate Change Art Displayed on Buses

    Science.gov (United States)

    Chen, R. F.; Lustick, D. S.; Lohmeier, J.; Thompson, S. R.

    2015-12-01

    Cool science is an art contest where K12 students create placards (7" x 22") to educate the public about climate change. Students are prompted to create their artwork in response to questions such as: What is the evidence for climate change? How does climate change impact your local community? What can you do to reduce the impacts of climate change? In each of three years, 500-600 student entrees have been submitted from more than 12 school districts across Massachusetts. A panel of judges including scientists, artists, rapid transit representatives, and educators chooses elementary, middle, and high school winners. Winners (6), runners-up (6), and honorable mentions (12) and their families and teachers are invited to an annual Cool Science Award Ceremony to be recognized and view winning artwork. All winning artwork is posted on the Cool Science website. The winning artwork (2 per grade band) is converted into placards (11" x 28") and posters (2.5' x 12') that are placed on the inside (placards) and outside (posters) of buses. Posters are displayed for one month. So far, Cool Science was implemented in Lowell, MA where over 5000 public viewers see the posters daily on the sides of Lowell Rapid Transit Authority (LRTA) buses, making approximately 1,000,000 impressions per year. Cool Science acts to increase climate literacy in children as well as the public, and as such promotes intergenerational learning. Using art in conjunction with science learning about climate change appears to be effective at engaging not just traditionally high achieving science students, but also those interested in the creative arts. Hearing winners' stories about how they created their artwork and what this contest meant to them supports the idea that Cool Science attracts a wide diversity of students. Parents discuss climate change with their children. Multiple press releases announcing the winners further promotes the awareness of climate change throughout school districts and their

  10. Cataclysms and Catastrophes: A Case Study of Improving K-12 Science Education Through a University Partnership

    Science.gov (United States)

    Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.

    2003-12-01

    The K-12 science teacher is always seeking ways of improving and updating their curriculum by integrating the latest research into their most effective classroom activities. However, the daily demands of delivering instruction to large numbers of students coupled with the rapid advances in some fields of science can often overwhelm this effort. The NSF-sponsored Cataclysms and Catastrophes curriculum, developed by scientists from the The University of Texas at Austin Institute for Geophysics (UTIG) and Bureau of Economic Geology (BEG), middle and high school teachers, and UT graduate students (NSF GK-12 fellows) working together through the GK-12 program, is a textbook example of how universities can facilitate this quest, benefiting education at both K-12 and university levels. In 1992, "The Great K-T Extinction Debate" was developed as an activity in the Planet Earth class at the Liberal Arts and Science Academy of Austin as an interdisciplinary approach to science. Taking advantage of the media attention generated by the impact scenario for the K-T extinction, the activity consists of students participating in a simulated senate hearing on the potential causes of the K-T extinction and their implications for society today. This activity not only exposes students to the wide range of science involved in understanding mass extinctions, but also to the social, political and economic implications when this science is brought into the public arena and the corresponding use of data in decision making and disaster preparedness. While "The Great K-T Extinction Debate" was always a popular and effective activity with students, it was in desperate need of updating to keep pace with the evolving scientific debate over the cause of the K-T extinction and the growing body of impact evidence discovered over the past decade. By adding two inquiry-based learning activities that use real geophysical data collected by scientists studying the buried Chicxulub feature as a

  11. The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

    Science.gov (United States)

    Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

    2013-12-01

    The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

  12. The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

    Science.gov (United States)

    Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

    2003-12-01

    The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

  13. Engineering Education in K-12 Schools

    Science.gov (United States)

    Spence, Anne

    2013-03-01

    Engineers rely on physicists as well as other scientists and mathematicians to explain the world in which we live. Engineers take this knowledge of the world and use it to create the world that never was. The teaching of physics and other sciences as well as mathematics is critical to maintaining our national workforce. Science and mathematics education are inherently different, however, from engineering education. Engineering educators seek to enable students to develop the habits of mind critical for innovation. Through understanding of the engineering design process and how it differs from the scientific method, students can apply problem and project based learning to solve the challenges facing society today. In this talk, I will discuss the elements critical to a solid K-12 engineering education that integrates science and mathematics to solve challenges throughout the world.

  14. 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…

  15. Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

    Science.gov (United States)

    Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

    2011-12-01

    The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

  16. Problem-Based Learning in the Earth and Space Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2017-01-01

    If you've ever asked yourself whether problem-based learning (PBL) can bring new life to both your teaching and your students' learning, here's your answer: Yes. This all-in-one guide will help you engage your students in scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios will prompt K-12 students…

  17. Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.

    Science.gov (United States)

    Sadler, Philip M; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

    2013-01-01

    We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.

  18. Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle

    Science.gov (United States)

    2015-08-03

    AND SUBTITLE Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle...Center program to be able to expose Science Technology, Engineering and Mathematics (STEM) space-inspired science centers for DC Metro beltway schools

  19. 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…

  20. Laboratory Safety Guide for Arkansas K-12 Schools.

    Science.gov (United States)

    Arkansas State Dept. of Education, Little Rock.

    This document presents laboratory safety rules for Arkansas K-12 schools which were developed by the Arkansas Science Teachers Association (ASTA) and the Arkansas Department of Education (ADE). Contents include: (1) "Laboratory Safety Guide for Arkansas K-12 Schools"; (2) "Safety Considerations"; (3) "Safety Standards for Science Laboratories";…

  1. K--12 science educator perception of instructing students with learning disabilities in the regular classroom

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

    Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

  2. Team Mentoring for Interdisciplinary Team Science: Lessons From K12 Scholars and Directors.

    Science.gov (United States)

    Guise, Jeanne-Marie; Geller, Stacie; Regensteiner, Judith G; Raymond, Nancy; Nagel, Joan

    2017-02-01

    Mentoring is critical for academic success. As science transitions to a team science model, team mentoring may have advantages. The goal of this study was to understand the process, benefits, and challenges of team mentoring relating to career development and research. A national survey was conducted of Building Interdisciplinary Research Careers in Women's Health (BIRCWH) program directors-current and former scholars from 27 active National Institutes of Health (NIH)-funded BIRCWH NIH K12 programs-to characterize and understand the value and challenges of the team approach to mentoring. Quantitative data were analyzed descriptively, and qualitative data were analyzed thematically. Responses were received from 25/27 (93%) program directors, 78/108 (72%) current scholars, and 91/162 (56%) former scholars. Scholars reported that team mentoring was beneficial to their career development (152/169; 90%) and research (148/169; 88%). Reported advantages included a diversity of opinions, expanded networking, development of stronger study designs, and modeling of different career paths. Challenges included scheduling and managing conflicting opinions. Advice by directors offered to junior faculty entering team mentoring included the following: not to be intimidated by senior mentors, be willing to navigate conflicting advice, be proactive about scheduling and guiding discussions, have an open mind to different approaches, be explicit about expectations and mentors' roles (including importance of having a primary mentor to help navigate discussions), and meet in person as a team. These findings suggest that interdisciplinary/interprofessional team mentoring has many important advantages, but that skills are required to optimally utilize multiple perspectives.

  3. A Library approach to establish an Educational Data Curation Framework (EDCF) that supports K-12 data science sustainability

    Science.gov (United States)

    Branch, B. D.; Wegner, K.; Smith, S.; Schulze, D. G.; Merwade, V.; Jung, J.; Bessenbacher, A.

    2013-12-01

    It has been the tradition of the libraries to support literacy. Now in the realm of Executive Order, Making Open and Machine Readable the New Default for Government Information, May 9, 2013, the library has the responsibility to support geospatial data, big data, earth science data or cyber infrastructure data that may support STEM for educational pipeline stimulation. (Such information can be found at http://www.whitehouse.gov/the-press-office/2013/05/09/executive-order-making-open-and-machine-readable-new-default-government-.) Provided is an Educational Data Curation Framework (EDCF) that has been initiated in Purdue research, geospatial data service engagement and outreach endeavors for future consideration and application to augment such data science and climate literacy needs of future global citizens. In addition, this endorsement of this framework by the GLOBE program may facilitate further EDCF implementations, discussion points and prototypes for libraries. In addition, the ECDF will support teacher-led, placed-based and large scale climate or earth science learning systems where such knowledge transfer of climate or earth science data is effectively transferred from higher education research of cyberinfrastructure use such as, NOAA or NASA, to K-12 teachers and school systems. The purpose of this effort is to establish best practices for sustainable K-12 data science delivery system or GLOBE-provided system (http://vis.globe.gov/GLOBE/) where libraries manage the data curation and data appropriateness as data reference experts for such digital data. Here, the Purdue University Libraries' GIS department works to support soils, LIDAR and water science data experiences to support teacher training for an EDCF development effort. Lastly, it should be noted that the interdisciplinary collaboration and demonstration of library supported outreach partners and national organizations such the GLOBE program may best foster EDCF development. This trend in data

  4. The "Next Generation Science Standards" and the Earth and Space Sciences

    Science.gov (United States)

    Wysession, Michael E.

    2013-01-01

    The "Next Generation Science Standards" ("NGSS"), due to be released this spring, represents a revolutionary step toward establishing modern, national K-12 science education standards. Based on the recommendations of the National Research Council's "A Framework for K-12 Science Education: Practices, Crosscutting…

  5. NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

    Science.gov (United States)

    Ellins, K.; Perry, E.

    2005-12-01

    The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

  6. Project BioEYES: Accessible Student-Driven Science for K-12 Students and Teachers.

    Science.gov (United States)

    Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A

    2016-11-01

    BioEYES, a nonprofit outreach program using zebrafish to excite and educate K-12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students' pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students' content knowledge and produced favorable shifts in students' attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations.

  7. Cool Science Explains a Warming World: Using Ice Core Science to Bridge the Gap Between Researchers and the K-12 Classroom

    Science.gov (United States)

    Huffman, L. T.

    2017-12-01

    Changing ice has urgent implications for people around the world. The Ice Drilling Program Office (IDPO) provides scientific leadership and oversight of ice coring and drilling activities funded by the US National Science Foundation and also has goals to enhance education and communication of current research information. In a time when misinformation is rampant and climate change science is suspect, it is essential that students receive accurate scientific information and engage in learning activities that model complex ideas through engaging and age appropriate ways, while also learning to validate and recognize reliable sources. The IDPO Education and Outreach (EO) office works to create resources, activities and professional development that bridge the gap between ice core science research and educators and their students. Ice core science is on the cutting edge of new discoveries about climate change and understanding better the past to predict the future. Hands-on inquiry activities based on ice core data allow teachers to lead their students to new discoveries about climate secrets hidden deep in the ice. Capitalizing on the inherent interest in the extremes of the Polar Regions, IDPO materials engage students in activities aligned with NGSS standards. Ice drilling technologies make an ideal platform for intertwining engineering concepts and practices with science research to meet the SEP (Science and Engineering Practices) in the NGSS. This session will highlight how the IDPO EO office has built a community of ice core scientists willing to take part in education and outreach projects and events and share some of the resources available to K-12 educators. We will highlight some of the successes and lessons learned as we continually evolve our work toward more effective science education and communication highlighting ice core and climate change science.

  8. A Review of Computer Science Resources for Learning and Teaching with K-12 Computing Curricula: An Australian Case Study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-01-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age…

  9. Teaching and Learning about Complex Systems in K-12 Science Education: A Review of Empirical Studies 1995-2015

    Science.gov (United States)

    Yoon, Susan A.; Goh, Sao-Ee; Park, Miyoung

    2018-01-01

    The study of complex systems has been highlighted in recent science education policy in the United States and has been the subject of important real-world scientific investigation. Because of this, research on complex systems in K-12 science education has shown a marked increase over the past two decades. In this systematic review, we analyzed 75…

  10. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

  11. Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

    2011-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound

  12. Science, mathematics and technology education in the US: a perspective from the "frontlines of the classroom to national policy"

    Directory of Open Access Journals (Sweden)

    R. A. Pertzborn

    2005-01-01

    Full Text Available In the past decade significant emphasis has been placed on increasing the involvement and influence of the professional scientific community in America's K-12 classrooms. The origins of this thrust have arisen from a variety of real and perceived crises occurring in America's K-12 classrooms. Projections for the nation's future workforce needs indicate an increased demand for science and technically literate workers, while fewer of the nation's students are pursuing advanced degrees in these academic areas of expertise. In an effort to address these issues and to impact the overall understanding and quality of science, math and technology education, several of the federal agencies have increasingly included a percentage of research funding devoted to the objective of improving the quality of kindergarten through Grade 12 (K-12, see Table 1 formal education and informal public outreach. To this end, NASA's Space Science Enterprise in particular has demonstrated a successful implementation approach and has been a national leader in forging strong partnerships with the education community to address these concerns.

  13. Materials Science Division HVEM-Tandem Facility at Argonne National Laboratory

    International Nuclear Information System (INIS)

    Taylor, A.

    1981-10-01

    The ANL-Materials Science Division High Voltage Electron Microscope-Tandem Facility is a unique national research facility available to scientists from industry, universities, and other national laboratories, following a peer evaluation of their research proposals by the Facility Steering Committee. The principal equipment consists of a Kratos EM7 1.2-MV high voltage electron microscope, a 300-kV Texas Nuclear ion accelerator, and a National Electrostatics 2-MV Tandem accelerator. Ions from both accelerators are transmitted into the electron microscope through the ion-beam interface. Recent work at the facility is summarized

  14. Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

    Science.gov (United States)

    Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

    2014-12-01

    Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to

  15. National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report

    Science.gov (United States)

    American School Health Association (NJ1), 2012

    2012-01-01

    The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…

  16. Engineering design skills coverage in K-12 engineering program curriculum materials in the USA

    Science.gov (United States)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-11-01

    The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.

  17. Initiating New Science Partnerships in Rural Education (INSPIRE) Brining STEM Research to 7th-12th Grade Science and Math Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.

    2012-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in

  18. Proposed Model for a Streamlined, Cohesive, and Optimized K-12 STEM Curriculum with a Focus on Engineering

    Science.gov (United States)

    Locke, Edward

    2009-01-01

    This article presents a proposed model for a clear description of K-12 age-possible engineering knowledge content, in terms of the selection of analytic principles and predictive skills for various grades, based on the mastery of mathematics and science pre-requisites, as mandated by national or state performance standards; and a streamlined,…

  19. 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.

  20. An analysis of United States K-12 stem education versus STEM workforce at the dawn of the digital revolution

    Science.gov (United States)

    Cataldo, Franca

    The world is at the dawn of a third industrial revolution, the digital revolution, that brings great changes the world over. Today, computing devices, the Internet, and the World Wide Web are vital technology tools that affect every aspect of everyday life and success. While computing technologies offer enormous benefits, there are equally enormous safety and security risks that have been growing exponentially since they became widely available to the public in 1994. Cybercriminals are increasingly implementing sophisticated and serious hack attacks and breaches upon our nation's government, financial institutions, organizations, communities, and private citizens. There is a great need for computer scientists to carry America's innovation and economic growth forward and for cybersecurity professionals to keep our nation safe from criminal hacking. In this digital age, computer science and cybersecurity are essential foundational ingredients of technological innovation, economic growth, and cybersecurity that span all industries. Yet, America's K-12 education institutions are not teaching the computer science and cybersecurity skills required to produce a technologically-savvy 21st century workforce. Education is the key to preparing students to enter the workforce and, therefore, American K-12 STEM education must be reformed to accommodate the teachings required in the digital age. Keywords: Cybersecurity Education, Cybersecurity Education Initiatives, Computer Science Education, Computer Science Education Initiatives, 21 st Century K-12 STEM Education Reform, 21st Century Digital Literacies, High-Tech Innovative Problem-Solving Skills, 21st Century Digital Workforce, Standardized Testing, Foreign Language and Culture Studies, Utica College, Professor Chris Riddell.

  1. National Science Resources Center Project for Improving Science Teaching in Elementary Schools. Appendix A. School Systems With Exemplary Elementary Science Programs. Appendix B. Elementary Science Network

    Science.gov (United States)

    1988-12-01

    Glass, Lawrence, Deer Park High School Glass, Millard, K-12 Science Supervisor Bloomfield Municipal School District Glassman, Neil, Gleason, Steve...Superientendent Vaughn Municipal Schools Knop, Ronald N., Teacher Grissom Junior High School Knox, Amie, Director of Master Teacher Program W. Wilson...Science Supervisor Pequannock Township Public Schools Mercado , Roberto, Science Coordinator Colegio Radians, Inc. Merchant, Edwin, K-12 Science

  2. C-MORE Science Kits: Putting Technology in the Hands of K-12 Teachers and Students

    Science.gov (United States)

    Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.

    2008-12-01

    The Center for Microbial Oceanography: Research and Education (C-MORE) is a NSF Science and Technology Center based at the University of Hawaii. The C-MORE education and outreach program offers a variety of resources and professional development opportunities for science educators, including online resources, participation in oceanography research cruises, teacher-training workshops, mini-grants to incorporate microbial oceanography-related content and activities into their classroom and, most recently, C- MORE science kits. C-MORE science kits provide hands-on classroom, field, and laboratory activities related to microbial oceanography for K-12 students. Each kit comes with complete materials and instructions, and is available free of charge to Hawaii's public school teachers. Several kits are available nationwide. C-MORE science kits cover a range of topics and technologies and are targeted at various grade levels. Here is a sampling of some available kits: 1) Marine Murder Mystery: The Case of the Missing Zooxanthellae. Students learn about the effect of climate change and other environmental threats on coral reef destruction through a murder-mystery experience. Participants also learn how to use DNA to identify a suspect. Grades levels: 3-8. 2) Statistical sampling. Students learn basic statistics through an exercise in random sampling, with applications to microbial oceanography. The laptops provided with this kit enable students to enter, analyze, and graph their data using EXCEL. Grades levels: 6-12. 3) Chlorophyll Lab. A research-quality fluorometer is used to measure the chlorophyll content in marine and freshwater systems. This enables students to compare biomass concentrations in samples collected from various locations. Grades levels: 9-12. 4) Conductivity-Temperature-Depth (CTD). Students predict how certain variables (e.g., temperature, pressure, chlorophyll, oxygen) vary with depth. A CTD, attached to a laptop computer, is deployed into deep water

  3. Harnessing Technology to Improve K-12 Education. Discussion Paper 2012-05

    Science.gov (United States)

    Chatterji, Aaron; Jones, Benjamin

    2012-01-01

    Technological progress has consistently driven remarkable advances in the U.S. economy, yet K-12 education sees little technological change compared to other sectors, even as U.S. K-12 students increasingly lag behind students in other nations. This proposal considers how we can take a signature American strength--innovation--and apply it to K-12

  4. Sense and Sensibility: The Case for the Nationwide Inclusion of Engineering in the K-12 Curriculum

    Science.gov (United States)

    Lindberg, Robert E.; Pinelli, Thomas E.; Batterson, James G.

    2008-01-01

    The competitive status of the United States is inextricably linked to innovation just as innovation is inseparable from science, technology, engineering, and mathematics. To stay competitive in innovation requires that the United States produce a 21st century workforce complete with requisite education, training, skills, and motivation. If we accept a priori that science, technology, engineering, and mathematics education are crucial to competitiveness and innovation and that, in terms of innovation, mathematics, science, and engineering are interdependent, why are mathematics and science uniformly ubiquitous in the K-12 curriculum while engineering is conspicuously absent? We are passionate in our belief that the uniform addition of engineering to the K-12 curriculum will help ensure that the nation has "the right" 21st Century workforce. Furthermore, we believe that a nationwide effort, led by a coalition of engineering academics, practitioners, and societies is required to turn this goal into reality. However, accomplishing this goal necessitates, as we are reminded by the title of Jane Austen's timeless novel, "Sense and Sensibility", a workable solution that seeks the "middle ground" between passion and reason. We begin our paper by making two essential points: Engineers are not scientists. Engineering exists separate from science, has its own specialized knowledge community apart from science, and it is largely responsible for many of the most significant advancements and improvements in the quality of our life. Our workable solution requires that K-12 education, nationwide, accommodate the inclusion of engineering as a stand alone curriculum and we offer three reasons to support our position: (1) workforce development, (2) stimulating interest in STEM (science, technology, engineering, and mathematics) courses and careers, and (3) creating a technologically literate society. We conclude with some thoughts on how this important goal can be accomplished.

  5. Earth system science K-12 scientist-student partnerships using paleontological materials

    Science.gov (United States)

    Harnik, P. G.; Ross, R. M.; Chiment, J. J.; Sherpa, J. M.

    2001-05-01

    Reducing the discrepancy between the dynamic science that researchers experience and the static fact-driven science education in which k-12 students participate at school is an important component to national science education reform. Scientist-student partnerships (SSPs) involving whole classes in Earth systems research provide a solution to this problem, but existing models have often lacked rigorous scientific data quality control and/or evaluation of pedagogical effectiveness. The Paleontological Research Institution has been prototyping two SSPs with an eye toward establishing protocols to insure both scientific and educational quality of the partnership. Data quality analysis involves making statistical estimates of data accuracy and employing robust statistical techniques for answering essential questions with noisy data. Educational evaluation takes into account affective variables, such as student motivation and interest, and compares the relative pedagogical effectiveness of SSPs with more traditional hands-on activities. Paleontology is a natural subject for scientist-student partnerships because of its intrinsic appeal to the general public, and because its interdisciplinary content serves as a springboard for meeting science education standards across the physical and life sciences. The "Devonian Seas" SSP involves classes in identifying fossil taxa and assessing taphonomic characteristics from Devonian-aged Hamilton Group shales in Central New York. The scientific purpose of the project is to establish at high stratigraphic resolution the sequence of dysoxic biofacies composition, which will shed light on the sensitivity of epeiric sea communities to environmental (e.g., sea level) changes. The project is undertaken in upper elementary school and secondary school Earth science classes, and in some cases has involved field-based teacher training and collection of samples. Students in small teams collaborate to identify taxa within the samples, then

  6. Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

    Science.gov (United States)

    Burrell, S.

    2012-12-01

    Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

  7. Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program

    Science.gov (United States)

    Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

    2008-12-01

    Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

  8. Using a Non-Equivalent Groups Quasi Experimental Design to Reduce Internal Validity Threats to Claims Made by Math and Science K-12 Teacher Recruitment Programs

    Science.gov (United States)

    Moin, Laura

    2009-10-01

    The American Recovery and Reinvestment Act national policy established in 2009 calls for ``meaningful data'' that demonstrate educational improvements, including the recruitment of high-quality teachers. The scant data available and the low credibility of many K-12 math/science teacher recruitment program evaluations remain the major barriers for the identification of effective recruitment strategies. Our study presents a methodology to better evaluate the impact of recruitment programs on increasing participants' interest in teaching careers. The research capitalizes on the use of several control groups and presents a non-equivalent groups quasi-experimental evaluation design that produces program effect claims with higher internal validity than claims generated by current program evaluations. With this method that compares responses to a teaching career interest question from undergraduates all along a continuum from just attending an information session to participating (or not) in the recruitment program, we were able to compare the effect of the program in increasing participants' interest in teaching careers versus the evolution of the same interest but in the absence of the program. We were also able to make suggestions for program improvement and further research. While our findings may not apply to other K-12 math/science teacher recruitment programs, we believe that our evaluation methodology does and will contribute to conduct stronger program evaluations. In so doing, our evaluation procedure may inform recruitment program designers and policy makers.

  9. The Green Pages: Environmental Education Activities K-12.

    Science.gov (United States)

    Clearing, 1990

    1990-01-01

    Presented are 37 environmental science activities for students in grades K-12. Topics include water pollution, glaciers, protective coloration, shapes in nature, environmental impacts, recycling, creative writing, litter, shapes found in nature, color, rain cycle, waste management, plastics, energy, pH, landfills, runoff, watersheds,…

  10. Evolution: Its Treatment in K-12 State Science Curriculum Standards

    Science.gov (United States)

    Lerner, L. S.

    2001-12-01

    State standards are the basis upon which states and local schools build curricula. Usually taking the form of lists of what students are expected to learn at specified grades or clusters of grades, they influence statewide examinations, textbooks, teacher education and credentialing, and other areas in which states typically exercise control over local curriculum development. State science standards vary very widely in overall quality.1,2 This is especially true in their treatment of evolution, both in the life sciences and to a somewhat lesser extent in geology and astronomy. Not surprisingly, a detailed evaluation of the treatment of evolution in state science standards3 has evoked considerably more public interest than the preceding studies of overall quality. We here consider the following questions: What constitutes a good treatment of evolution in science standards and how does one evaluate the standards? Which states have done well, and which less well? What nonscientific influences have been brought to bear on standards, for what reasons, and by whom? What strategies have been used to obscure or distort the role of evolution as the central organizing principle of the historical sciences? What are the effects of such distortions on students' overall understanding of science? What can the scientific community do to assure the publication of good science standards and to counteract attacks on good science teaching? 1. Lerner, L. S., State Science Standards: An Appraisal of Science Standards in 36 States, The Thomas B. Fordham Foundation, Washington, D.C., March 1998. 2. Lerner, L. S. et al ., The State of State Standards 2000, ibid., January 2000. 3. Lerner, L. S., Good Science, Bad Science: Teaching Evolution In the States, ibid., September 2000.

  11. The "Next Generation Science Standards" and the Earth and Space Sciences

    Science.gov (United States)

    Wysession, Michael E.

    2013-01-01

    In this article, Michael E. Wysession comments on the "Next Generation Science Standards" (NGSS), which are based on the recommendations of the National Research Council and represent a revolutionary step toward establishing modern, national K-12 science education standards. The NGSS involves significant changes from traditional…

  12. Inspiring the Next Generation: Astronomy Catalyzes K12 STEM Education

    Science.gov (United States)

    Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla

    2017-06-01

    K-12 educators need effective and relevant astronomy professional development. NASA's Mission Science provides innovative and accessible opportunities for K-12 teachers. Science questions involve scale and distance, including Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers can gain an understanding of basic telescopes, the history of telescopes, ground and satellite based telescopes, and models of JWST Telescope. An in-depth explanation of JWST and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. During teacher training, we taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of lenticulars and diagramming of infrared data, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars.We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development.Funding was provided by Washington STEM, NASA, and the Washington Space Grant Consortium.

  13. K-12 Education

    Science.gov (United States)

    products laboratories publications nisee b.i.p. members education FAQs links education Education Program Internships K-12 Education Contact the PEER Education Program PEER's Educational Affiliates Student Design Competition Student Leadership Council Classes and Other Educational Activities Site Map Search K-12 Education

  14. Barriers in the Physics Pipeline from K-12 to Tenure

    Science.gov (United States)

    Kilburn, Micha

    2016-09-01

    The lack of diversity in physics is a known problem, and yet efforts to change our demographics have only had minor effects during the last decade. I will explain some of the hidden barriers that dissuade underrepresented minorities in becoming physicists using a framework borrowed from sociology, Maslow's hierarchy of needs. I will draw from current research at the undergraduate to faculty levels over a variety of STEM fields that are also addressing a lack of diversity. I will also provide analysis from the Joint Institute for Nuclear Astrophysics Center for the Evolution of Elements (JINA-CEE) outreach programs to understand the likelihood of current K-12 students in becoming physicists. Specifically, I will present results from the pre-surveys from our Art 2 Science Camps (ages 8-14) about their attitudes towards science as well as results from analysis of teacher recommendations for our high school summer program. I will conclude with a positive outlook describing the pipeline created by JINA-CEE to retain students from middle school through college. This work was supported in part by the National Science Foundation under Grant No. PHY-1430152 (JINA Center for the Evolution of the Elements).

  15. Scientists in the Classroom Mentor Model Program - Bringing real time science into the K - 12 classroom

    Science.gov (United States)

    Worssam, J. B.

    2017-12-01

    Field research finally within classroom walls, data driven, hands on with students using a series of electronic projects to show evidence of scientific mentor collaboration. You do not want to miss this session in which I will be sharing the steps to develop an interactive mentor program between scientists in the field and students in the classroom. Using next generation science standards and common core language skills you will be able to blend scientific exploration with scientific writing and communication skills. Learn how to make connections in your own community with STEM businesses, agencies and organizations. Learn how to connect with scientists across the globe to make your classroom instruction interactive and live for all students. Scientists, you too will want to participate, see how you can reach out and be a part of the K-12 educational system with students learning about YOUR science, a great component for NSF grants! "Scientists in the Classroom," a model program for all, bringing real time science, data and knowledge into the classroom.

  16. Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

    Science.gov (United States)

    Lan, Yu-Ling

    2012-05-01

    To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in nanotechnology. In the present study, the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) was developed to assess K-12 teachers' attitudes toward nanotechnology. The NAS-T included 23 Likert-scale items that can be grouped into three components: importance of nanotechnology, affective tendencies in science teaching, and behavioural tendencies to teach nanotechnology. A sample of 233 K-12 teachers who have participated in the K-12 Nanotechnology Programme was included in the present study to investigate the psychometric properties of the NAS-T. The exploratory factor analysis of this teacher sample suggested that the NAS-T was a three-factor model that explained 64.11% of the total variances. This model was also confirmed by the confirmatory factor analysis to validate the factor structure of the NAS-T. The Cronbach's alpha values of three NAS-T subscales ranged from 0.89 to 0.95. Moderate to strong correlations among teachers' NAS-T domain scores, self-perception of own nanoscience knowledge, and their science-teaching efficacy demonstrated good convergent validity of the NAS-T. As a whole, psychometric properties of the NAS-T indicated that this instrument is an effective instrument for assessing K-12 teachers' attitudes toward nanotechnology. The NAS-T will serve as a valuable tool to evaluate teachers' attitude changes after participating in the K-12 Nanotechnology Programme.

  17. Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

    Science.gov (United States)

    Tucker, Deborah L.

    Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction

  18. The Next Generation Science Standards: A Focus on Physical Science

    Science.gov (United States)

    Krajcik, Joe

    2013-01-01

    This article describes ways to adapt U.S. science curriculum to the U.S. National Research Council (NRC) "Framework for K-12 Science Education" and "Next Generation of Science Standards" (NGSS), noting their focus on teaching the physical sciences. The overall goal of the Framework and NGSS is to help all learners develop the…

  19. Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources

    Science.gov (United States)

    Luetkemeyer, Jennifer R.

    2016-01-01

    Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and…

  20. The Blueprint for Change: A National Strategy to Enhance Access to Earth and Space Science Education Resources

    Science.gov (United States)

    Geary, E. E.; Barstow, D.

    2001-12-01

    Enhancing access to high quality science education resources for teachers, students, and the general public is a high priority for the earth and space science education communities. However, to significantly increase access to these resources and promote their effective use will require a coordinated effort between content developers, publishers, professional developers, policy makers, and users in both formal and informal education settings. Federal agencies, academic institutions, professional societies, informal science centers, the Digital Library for Earth System Education, and other National SMETE Digital Library Projects are anticipated to play key roles in this effort. As a first step to developing a coordinated, national strategy for developing and delivering high quality earth and space science education resources to students, teachers, and the general public, 65 science educators, scientists, teachers, administrators, policy makers, and business leaders met this June in Snowmass, Colorado to create "Earth and Space Science Education 2010: A Blueprint for Change". The Blueprint is a strategy document that will be used to guide Earth and space science education reform efforts in grades K-12 during the next decade. The Blueprint contains specific goals, recommendations, and strategies for coordinating action in the areas of: Teacher Preparation and Professional Development, Curriculum and Materials, Equity and Diversity, Assessment and Evaluation, Public Policy and Systemic Reform, Public and Informal Education, Partnerships and Collaborations, and Technology. If you develop, disseminate, or use exemplary earth and space science education resources, we invite you to review the Blueprint for Change, share it with your colleagues and local science educators, and join as we work to revolutionize earth and space science education in grades K-12.

  1. Science literacy programs for K-12 teachers, public officials, news media and the public. Final report, 1994--1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-03-01

    On 12 July 94, The Institute for Science and Society received the above titled grant for $300,000 with an additional $323,000 awarded 14 August 95. The Institute completed the programs provided by the Department of Energy grant on 28 February 97. These programs for teachers, public officials, news media and the public will continue through 31 December 97 with funding from other sources. The Institute is a non-profit 501-c-3 corporation. It was organized {open_quotes}... to help increase science literacy in all segments of the population and contribute to a more rational atmosphere than now exists for the public consideration of societal issues involving science and technology, both regional and national.{close_quotes} Institute personnel include the Honorable Mike McCormack, Director; Joan Harris, Associate Director; Kim Freier, Ed.D, Program Manager; and Sharon Hunt, Executive Secretary.

  2. K-12 STEM Educators and the Inclusive Classroom

    OpenAIRE

    Li, Songze

    2016-01-01

    The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathemat...

  3. Engineering Design Skills Coverage in K-12 Engineering Program Curriculum Materials in the USA

    Science.gov (United States)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-01-01

    The current "K-12 Science Education framework" and "Next Generation Science Standards" (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed…

  4. National Science Bowl | NREL

    Science.gov (United States)

    Science Bowl National Science Bowl The Department of Energy's Office of Science sponsors the National Science Bowl competition. This fun, fast-paced academic tournament tests the brainpower of middle and high school student teams on science and math topics. The National Science Bowl provides an

  5. A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-10-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

  6. Interstellar Molecules in K-12 Education

    Science.gov (United States)

    Kuiper, T. B. H.; Hofstadter, M. D.; Levin, S. M.; MacLaren, D.

    2006-12-01

    The Lewis Center for Educational Research (LCER) and the Jet Propulsion Laboratory (JPL) collaborate in a K-12 educational project in which students conduct observations for several research programs led by radio astronomers. The Goldstone-Apple Valley Radio Telescope (GAVRT) program provides participating teachers with curriculum elements, based on the students' observing experiences, which support national and state academic standards. The current program is based on 2.2-GHz and 8.4-GHz radiometric observations of variable sources. The research programs monitor Jupiter, Uranus, and a selected set of quasars. The telescope is a decommissioned NASA Deep Space Network antenna at Goldstone, California. In the next three years, a second telescope will be added. This telescope will at least operate at the above frequencies as well as 6 GHz and 12 GHz. Possibly, it will operate in a continuous band from 1.2 GHz to 14 GHz. In either case, the telescope will be able to observe at least the 6.6-GHz and 12.2-GHz methanol maser lines. The success of the GAVRT program depends critically on the participation of scientists committed to the research who have the ability and enthusiasm for interacting with K-12 students, typically through teleconferences. The scientists will initially work with the LCER staff to create curriculum elements around their observing program.

  7. What Is (Or Should Be) Scientific Evidence Use in K-12 Classrooms?

    Science.gov (United States)

    McNeill, Katherine L.; Berland, Leema

    2017-01-01

    Research and reform efforts frequently identify evidence as an essential component of science classroom instruction to actively engage students in science practices. Despite this agreement on the primacy of evidence, there is a lack of consensus around what counts as "evidence" in k-12 classrooms (e.g., ages 5-18): scholarship and…

  8. Questioning the Fidelity of the "Next Generation Science Standards" for Astronomy and Space Sciences Education

    Science.gov (United States)

    Slater, Stephanie J.; Slater, Timothy F.

    2015-01-01

    Although the Next Generation Science Standards (NGSS) are not federally mandated national standards or performance expectations for K-12 schools in the United States, they stand poised to become a de facto national science and education policy, as state governments, publishers of curriculum materials, and assessment providers across the country…

  9. Education for a Green and Resilient Economy: An Educator Framework for Teaching Climate and Energy Literacy for K-12 Teachers Across the Curriculum

    Science.gov (United States)

    Niepold, F., III; Ledley, T. S.; Lockwood, J.; Youngman, E.; Manning, C. L. B.; Sullivan, S. M.

    2015-12-01

    The U.S. is embarking on a major transition to a green and resilient economy, a monumental change requiring all sectors and segments of the population to pull together. Transforming our nation's economic, energy, and environmental systems to in this way will require a sustained level of expertise, innovation, and cooperative effort unseen since the 1940s to meet the challenges involved. Education can - and must - help people understand the true connections, the linkages and interdependencies, between the environment, our energy sources and the economy which underpin and form the very foundation of the concept of a green and resilient economy. To produce such a literate future workforce and citizenry, the United States will need to make major new investments in our educational systems. Teachers across the nation are helping to increase science-based understanding and awareness of current and future climate change, enhancing climate and energy literacy in K-12 classrooms, on college and university campuses. There has been tremendous progress to date, but there is still more work to be done. The new academic standards in mathematics and science (the Common Core State Standards in Mathematics and the Next Generation Science Standards (NGSS)) represent a sea change from the nation's previous sets of standards. Addressing these standards in the currently over 40 percent of the nation's classrooms that have adopted or adapted the NGSS will demand that we prepare new and current teachers, who can effectively address the interdisciplinary nature of climate change and societal responses. To address this opportunity and need a collaboration between NOAA, TERC and CIRES has been established to develop an Educator Framework for Teaching Climate and Energy Literacy for K-12 teachers across the curriculum based on the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. This collaboration is developing an effective way to frame the use of

  10. Businesses assisting K--12 science instruction: Four case studies of long-term school partnerships

    Science.gov (United States)

    van Trieste, Lynne M.

    Businesses lack enough qualified applicants to fill the increasing need for scientists and engineers while educators lack many resources for science programs in K-12 schools. This series of case studies searched for successful collaborations between the two in four geographic locations: Boise, Idaho; Dallas, Texas; Los Angeles County, California, and Orange County, California. These science education partnerships were investigated to gain an understanding of long-term partnership structure, functioning and evaluation methods. Forty-nine individual interviews with representatives from the groups of stakeholders these programs impact were also conducted. Stakeholder groups included students, teachers, parents, school administrators, business liaisons, and non-profit representatives. Several recurring themes in these partnerships reinforced the existing literature research findings. Collaboration and communication between partners, teacher professional development, the need for more minority and female representation in physical science careers, and self-efficacy in relation to how people come to view their scientific abilities, are among these themes. Topics such as program replication, the importance of role models, programs using "hands-on" activities, reward systems for program participants, and program outcome measurement also emerged from the cases investigated. Third-party assistance by a non-profit entity is occurring within all of these partnerships. This assistance ranges from a service providing material resources such as equipment, lesson plans and meeting space, to managing the partnership fundraising, program development and evaluations. Discussions based upon the findings that support or threaten sustainment of these four partnerships, what a "perfect" partnership might look like, and areas in need of further investigation conclude this study.

  11. How Climate Science got to be in the Next Generation Science Standards (Invited)

    Science.gov (United States)

    Wysession, M. E.

    2013-12-01

    Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science

  12. Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2011-06-01

    Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a

  13. Implications of the Next Generation Science Standards for Earth and Space Sciences

    Science.gov (United States)

    Wysession, M. E.; Colson, M.; Duschl, R. A.; Huff, K.; Lopez, R. E.; Messina, P.; Speranza, P.; Matthews, T.; Childress, J.

    2012-12-01

    The Next Generation Science Standards (NGSS), due to be released in 2013, set a new direction for K-12 science education in America. These standards will put forth significant changes for Earth and space sciences. The NGSS are based upon the recommendations of the National Research Council's 2011 report "A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas." The standards are being written by a large group of authors who represent many different constituencies, including 26 participating states, in a process led by Achieve, Inc. The standards encourage innovative ways to teach science at the K-12 level, including enhanced integration between the content, practices, and crosscutting ideas of science and greater assimilation among the sciences and engineering, and among the sciences, mathematics, and English language arts. The NGSS presents a greater emphasis on Earth and space sciences than in previous standards, recommending a year at both the middle and high school levels. The new standards also present a greater emphasis on areas of direct impact between humans and the Earth system, including climate change, natural hazards, resource management, and sustainability.

  14. The AGI-ASU-NASA Triad Program for K-12 Earth and Space Science Education

    Science.gov (United States)

    Pacheco, H. A.; Semken, S. C.; Taylor, W.; Benbow, A. E.

    2011-12-01

    The NASA Triad program of the American Geological Institute (AGI) and Arizona State University School of Earth and Space Exploration (ASU SESE) is a three-part effort to promote Earth and space science literacy and STEM education at the national level, funded by NASA through a cooperative agreement starting in 2010. NASA Triad comprises (1) infusion of NASA STEM content into AGI's secondary Earth science curricula; (2) national lead teacher professional development workshops; and (3) an online professional development guide for teachers running NASA STEM workshops. The Triad collaboration draws on AGI's inquiry-based curriculum and teacher professional-development resources and workforce-building programs; ASU SESE's spectrum of research in Mars and Moon exploration, astrobiology, meteoritics, Earth systems, and cyberlearning; and direct access to NASA facilities and dynamic education resources. Triad milestones to date include integration of NASA resources into AGI's print and online curricula and two week-long, national-scale, teacher-leader professional development academies in Earth and space sciences presented at ASU Dietz Museum in Tempe and NASA Johnson Space Flight Center in Houston. Robust front-end and formative assessments of these program components, including content gains, teacher-perceived classroom relevance, teacher-cohort lesson development, and teacher workshop design, have been conducted. Quantitative and qualitative findings from these assessment activities have been applied to identify best and most effective practices, which will be disseminated nationally and globally through AGI and NASA channels.

  15. Framework for Disciplinary Writing in Science Grades 6-12: A National Survey

    Science.gov (United States)

    Drew, Sally Valentino; Olinghouse, Natalie G.; Faggella-Luby, Michael; Welsh, Megan E.

    2017-01-01

    This study investigated the current state of writing instruction in science classes (Grades 6-12). A random sample of certified science teachers from the United States (N = 287) was electronically surveyed. Participants reported on their purposes for teaching writing, the writing assignments most often given to students, use of evidence-based…

  16. Next generation science standards available for comment

    Science.gov (United States)

    Asher, Pranoti

    2012-05-01

    The first public draft of the Next Generation Science Standards (NGSS) is now available for public comment. Feedback on the standards is sought from people who have a stake in science education, including individuals in the K-12, higher education, business, and research communities. Development of NGSS is a state-led effort to define the content and practices students need to learn from kindergarten through high school. NGSS will be based on the U.S. National Research Council's reportFramework for K-12 Science Education.

  17. Chemistry in Past and New Science Frameworks and Standards: Gains, Losses, and Missed Opportunities

    Science.gov (United States)

    Talanquer, Vicente; Sevian, Hannah

    2014-01-01

    Science education frameworks and standards play a central role in the development of curricula and assessments, as well as in guiding teaching practices in grades K-12. Recently, the National Research Council published a new Framework for K-12 Science Education that has guided the development of the Next Generation Science Standards. In this…

  18. Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields

    Science.gov (United States)

    Petersen, Anne Marie

    In the United States, careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) are increasing yet there are not enough trained personnel to meet this demand. In addition, of those that seek to pursue STEM fields in the United States, only 26% are female. In order to increase the number of women seeking STEM based bachelor's degrees, K-12 education must provide a foundation that prepares students for entry into these fields. The purpose of this phenomenological study was to determine the perceived K-12 experiences that influenced females to pursue a STEM field. Twelve college juniors or seniors seeking a degree in Biology, Mathematics, or Physics were interviewed concerning their K-12 experiences. These interviews were analyzed and six themes emerged. Teacher passion and classroom characteristics such as incorporating challenging activities played a significant role in the females' decisions to enter STEM fields. Extra-curricular activities such as volunteer and mentor opportunities and the females' need to benefit others also influenced females in their career choice. Both the formal (within the school) and informal (outside of the traditional classroom) pipeline opportunities that these students encountered helped develop a sense of self-efficacy in science and mathematics; this self-efficacy enabled them to persist in pursuing these career fields. Several participants cited barriers that they encountered in K-12 education, but these barriers were primarily internal as they struggled with overcoming self-imposed obstacles in learning and being competitive in the mathematics and science classrooms. The experiences from these female students can be used by K-12 educators to prepare and encourage current female students to enter STEM occupations.

  19. Advancing Earth System Science Literacy and Preparing the Future Geoscience Workforce Through Strategic Investments at the National Science Foundation (Invited)

    Science.gov (United States)

    Karsten, J. L.; Patino, L. C.; Rom, E. L.; Weiler, C. S.

    2010-12-01

    The National Science Foundation (NSF) is an independent federal agency created 60 years ago by the U.S. Congress "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…" NSF is the primary funding agency in the U.S. to support basic, frontier research across all fields in science, engineering, and education, except for medical sciences. With a FY 2011 budget request of more than $955 million, the NSF Directorate for Geosciences (GEO) is the principle source of federal funding for university-based fundamental research in the geosciences and preparation of the next generation of geoscientists. Since its inception, GEO has supported the education and training of a diverse and talented pool of future scientists, engineers, and technicians in the Earth, Ocean, Atmospheric and Geospatial Sciences sub-fields, through support of graduate research assistants, post-doctoral fellows, and undergraduate research experiences. In the late 1990’s and early 2000’s, GEO initiated several programs that expanded these investments to also support improvements in pre-college and undergraduate geoscience education through a variety of mechanisms (e.g., professional development support for K-12 teachers, development of innovative undergraduate curricula, and scientist-mentored research experiences for elementary and secondary students). In addition to GEO’s Geoscience Education (GeoEd), Opportunities for Enhancing Diversity in the Geosciences (OEDG), Global Learning and Observations to Benefit the Environment (GLOBE), and Geoscience Teacher Training (GEO-Teach) programs, GEO participates in a number of cross-Foundation programs, including the Research Experiences for Undergraduates (REU), Integrative Graduate Education and Research Traineeship (IGERT), Ethics Education in Science and Engineering (EESE), NSF Graduate STEM Fellows in K-12 Education (GK-12), and Partnerships for International Research and Education

  20. Fat dogs and coughing horses: K-12 programming for veterinary workforce development.

    Science.gov (United States)

    San Miguel, Sandra F; Carleton Parker, Loran; Adedokun, Omolola A; Burgess, Wilella D; Cipriani Davis, Kauline S; Blossom, Thaddaeus D; Schneider, Jessica L; Mennonno, Ann M; Ruhl, Joseph D; Veatch, Jennifer H; Wackerly, Amy J; Shin, Soo Yeon; Ratliff, Timothy L

    2013-01-01

    Workforce development strategies to educate, inform, and diversify the veterinary profession of the future must begin with children in elementary school. This article provides a description of the Fat Dogs and Coughing Horses program, which takes a multifaceted approach toward informing young students, beginning in first grade, about the interesting work and career opportunities available in the field of veterinary medicine. The program, a collaboration among Purdue University and Indiana public schools, is supported by a Science Education Partnership Award from the Office of Research Infrastructure Programs, a component of the National Institutes of Health. The overall goal of the program is to provide formal and informal educational opportunities for students, parents, teachers, and the public about the science involved in keeping people and their animals healthy. Examples of health concerns that impact both people and their pets are used to inform and excite children about careers in the health sciences. The program resulted in (1) curricula for students in Grades 1-3, 6, and 9; (2) four children's books and a set of collectible cards which highlight veterinarians, veterinary technicians, and research scientists who work with animals; and (3) four traveling museum-level quality exhibits. Preliminary assessment data has shown that the implementation of the curricula enhanced student science learning and science attitudes and interests. The program provides evidence that partnerships among professionals in veterinary medicine and K-12 education can result in impactful workforce development programs.

  1. How to Get Successfully Involved with K-12 Education

    Science.gov (United States)

    Duncan, D.; Fraknoi, A.; Bennett, M.

    1998-05-01

    Many astronomers now have some involvement in K-12 education, either through their children, through large projects with an education or outreach office, or through an educational component to their own grants. Some may need to incorporate education components into future proposals. For those new to education, it can be difficult to decide how best to use their limited resources without "re-inventing the wheel." Some astronomers are comfortable taking a direct role in the classroom or working with teachers, others prefer developing web-based or printed materials, while still others wouldrather work with local schools of education to enhance the training of future teachers. Which of these roles is most useful? In this session, participants will learn what has worked well in the past, with special attention paid to ways in which astronomers' and physicists' training and instincts may fail them when working in education. Invited teachers will describe their classrooms and how astronomers can be most helpful to them. Sample (successful) activities will be demonstrated, and information given about the wide range of existing astronomy and space-science education programs around the country. A full menu of useful ways that astronomers can get involved will be presented, as well as the organizations and institutions which can help in devising a meaningful education program. Handouts will include a catalog of national astronomy education projects, a list of educational web sites, information about the NASA OSS education brokers and facilitators, examples of successful educational materials, and a listing of roles astronomers have played or could play to enhance K-12 education. Registration is required; see the AAS Education WWW page or email aased@aas.org.

  2. Impact of National Physical Activity and Health Guidelines and Documents on Research on Teaching K-12 Physical Education in U.S.A.

    Science.gov (United States)

    Li, Weidong; Xiang, Ping; Gao, Zan; Shen, Bo; Yin, Zhihua; Kong, Qingtao

    2016-01-01

    Purpose: This study examined the impact of published national physical activity (PA) and health guidelines, documents, and initiatives on the evolution of research on teaching K-12 physical education (PE) in U.S.A. from 1996 to October 2013. Methods: A total of 262 peer-reviewed, data-based journal articles meeting our inclusion and exclusion…

  3. The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course

    Science.gov (United States)

    Harwell, Michael; Post, Thomas R.; Cutler, Arnie; Maeda, Yukiko; Anderson, Edwin; Norman, Ke Wu; Medhanie, Amanuel

    2009-01-01

    The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics…

  4. Participation in a Multi-Institutional Curriculum Development Project Changed Science Faculty Knowledge and Beliefs about Teaching Science

    Science.gov (United States)

    Donovan, Deborah A.; Borda, Emily J.; Hanley, Daniel M.; Landel, Carolyn C.

    2015-01-01

    Despite significant pressure to reform science teaching and learning in K12 schools, and a concurrent call to reform undergraduate courses, higher education science content courses have remained relatively static. Higher education science faculty have few opportunities to explore research on how people learn, examine state or national science…

  5. K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

    Science.gov (United States)

    Slattery, W.; Antonucci, C.; Myers, R. J.

    2013-12-01

    The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

  6. Educating Tomorrow's Workforce: A Report on the Semiconductor Industry's Commitment to Youth in K-12.

    Science.gov (United States)

    Semiconductor Industry Association, San Jose, CA.

    The U.S. semiconductor industry, now the nation's largest manufacturing industry, displays its commitment to training its current workers and educating future workers by supporting educational efforts on the K-12 level. This catalog describes innovative actions by 16 Semiconductor Industry Association companies to improve education at the K-12

  7. Proceedings of the 12. National Meeting on Condensed Matter Physics

    International Nuclear Information System (INIS)

    1989-01-01

    The XII National Meeting on Condensed Matter Physics presented works in the areas: atomic and molecular physics; biophysics; crystallography; defects growth and characterization of crystals; instrumentation; liquid crystals; magnetism; science of materials, metals and alloys; magnetic resonance; semiconductors; superconductivity and; surfaces and thin films. (M.C.K.) [pt

  8. 77 FR 1956 - National Science Board; Notice of Opportunity for Public Comment on the National Science Board...

    Science.gov (United States)

    2012-01-12

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Notice of Opportunity for Public Comment on the National Science Board Data Policies Report AGENCY: National Science Board (NSB), NSF. ACTION: Request for public comments. SUMMARY: The National Science Board seeks comments from the public on the...

  9. 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.

  10. Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations

    Science.gov (United States)

    Miller, David I.; Eagly, Alice H.; Linn, Marcia C.

    2015-01-01

    In the past 40 years, the proportion of women in science courses and careers has dramatically increased in some nations but not in others. Our research investigated how national differences in women's science participation related to gender-science stereotypes that associate science with men more than women. Data from ~350,000 participants in 66…

  11. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    Directory of Open Access Journals (Sweden)

    Anthony Milanowski

    2003-12-01

    Full Text Available In an exploratory study (Note 1 of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors. Focus group results suggested that low pay was an important reason for not considering K-12 teaching, but that perceived job demands and abilities and interests were also important reasons for not being attracted to a teaching career.

  12. Los Alamos National Lab: National Security Science

    Science.gov (United States)

    SKIP TO PAGE CONTENT Los Alamos National Laboratory Delivering science and technology to protect Museum New Hires Publications Research Library Mission Science & Innovation Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Lab Organizations Science Programs

  13. K-6 Science Curriculum.

    Science.gov (United States)

    Blueford, J. R.; And Others

    A unified science approach is incorporated in this K-6 curriculum mode. The program is organized into six major cycles. These include: (1) science, math, and technology cycle; (2) universe cycle; (3) life cycle; (4) water cycle; (5) plate tectonics cycle; and (6) rock cycle. An overview is provided of each cycle's major concepts. The topic…

  14. Y-12 National Security Complex National Historic Preservation Act Historic Preservation Plan

    Energy Technology Data Exchange (ETDEWEB)

    None

    2003-09-30

    The Historic Preservation Plan (HPP) recognizes that the Y-12 National Security Complex is a vital and long-term component of DOE and NNSA. In addition to NNSA missions, the Office of Science and Energy, the Office of Nuclear Energy, and the Office of Environmental Management have properties located at Y-12 that must be taken into consideration. The HPP also recognizes that the challenge for cultural resource management is incorporating the requirements of NNSA, SC, NE, and EM missions while preserving and protecting its historic resources. The HPP seeks to find an effective way to meet the obligations at Y-12 for historic and archeological protection while at the same time facilitating effective completion of ongoing site mission activities, including removal of obsolete or contaminated facilities, adaptive reuse of existing facilities whenever feasible, and construction of new facilities in order to meet site mission needs. The Y-12 Historic Preservation Plan (HPP) defines the preservation strategy for the Y-12 National Security Complex and will direct efficient compliance with the NHPA and federal archaeological protection legislation at Y-12 as DOE and NNSA continues mission activities of the site.

  15. Role of Public Outreach in the University Science Mission: Publishing K-12 Curriculum, Organizing Tours, and Other Methods of Engagement

    Science.gov (United States)

    Dittrich, T. M.

    2015-12-01

    Much attention has been devoted in recent years to the importance of Science, Technology, Engineering, and Math (STEM) education in K-12 curriculum for developing a capable workforce. Equally important is the role of the voting public in understanding STEM-related issues that impact public policy debates such as the potential impacts of climate change, hydraulic fracturing in oil and gas exploration, mining impacts on water quality, and science funding. Since voted officials have a major impact on the future of these policies, it is imperative that the general public have an understanding of the basic science behind these issues. By engaging with the public in a more fundamental way, university students can play an important role in educating the public while at the same time enhancing their communication skills and gaining valuable teaching experience. I will talk about my own experiences in (1) evaluating and publishing water chemistry and hazardous waste cleanup curriculum on the K-12 engineering platform TeachEngineering.org, (2) organizing public tours of water and energy sites (e.g., abandoned mine sites, coal power plants, wastewater treatment plants, hazardous waste treatment facilities), and (3) other outreach and communication activities including public education of environmental issues through consultations with customers of a landscaping/lawn mowing company. The main focus of this presentation will be the role that graduate students can play in engaging and educating their local community and lessons learned from community projects (Dittrich, 2014; 2012; 2011). References: Dittrich, T.M. 2014. Adventures in STEM: Lessons in water chemistry from elementary school to graduate school. Abstract ED13E-07 presented at 2014 Fall Meeting, AGU, San Francisco, Calif., 15-19 Dec. Dittrich, T.M. 2012. Collaboration between environmental water chemistry students and hazardous waste treatment specialists on the University of Colorado-Boulder campus. Abstract ED53C

  16. Secrets of the Sediments: Using ANDRILL's Scientific Adventure on Ice to Transfer Climate Change Science to K-12 Audiences

    Science.gov (United States)

    Huffman, L. T.; Dahlman, L.; Frisch-Gleason, R.; Harwood, D.; Pound, K.; Rack, F.; Riesselman, C.; Trummel, E.; Tuzzi, E.; Winter, D.

    2008-12-01

    Antarctica's harsh environment and the compelling story of living and working there, provides the backdrop for hooking the interest of young learners on science research and the nature of science. By using the adventure stories of today's researcher-explorers, teachers accompanying the ANDRILL team have taken the technical science of drilling rock cores to understand the history of climate change and the advance and retreat of the Antarctic ice sheet, and translated it for non-technical audiences from K-12 school children, to adult community groups. In order to understand the important issues surrounding global climate change, members of the public need access to accurate and relevant information, high quality educational materials, and a variety of learning opportunities in different learning environments. By taking lessons learned from early virtual polar adventure learning expeditions like Will Steger's Trans-Antarctic Expedition, coupled with educators-in-the-field programs like TEA (Teachers Experiencing Antarctica and the Arctic), ARMADA and Polar Trec, ANDRILL's Education and Outreach Program has evolved into successful and far-reaching integrated education projects including 1) the ARISE (ANDRILL Research Immersion for Science Educators) Program, 2) Climate Change Student Summits, 3) the development of Flexhibit (flexible exhibit) teaching resources, 4) virtual online learning communities, and 5) partnering young researchers with teachers and classrooms. Formal evaluations indicate lasting interest in science studies on the part of students and an increase in teachers' scientific background knowledge.

  17. National Academy of Sciences

    Science.gov (United States)

    ... and Irma. Proceedings of the National Academy of Sciences (PNAS) PNAS is one of the world’s most- ... Exchange Evolution Resources Biographical Memoirs National Academy of Sciences About The NAS Mission History Organization Leadership and ...

  18. Muchas Caras: Engaging Spanish Speakers in the Planetarium and K-12 Classroom

    Science.gov (United States)

    Traub-Metlay, Suzanne; Salas, F.

    2008-05-01

    Reaching out to Spanish speakers is increasingly vital to workforce development and public support of space science projects. Fiske Planetarium offers Spanish translations of our newest planetarium shows, such as "Las Muchas Caras del Telescopio Hubble” ("The Many Faces of Hubble") and "Tormenta Espacial” ("Space Storm"). Funded by NASA, "Las Muchas Caras...” showcases the people involved in successful use of the Hubble Space Telescope. From building and launching HST to how proposals are selected and data analyzed, "Las Muchas Caras...” engages viewers to see themselves in careers related to space science. Detailed interviews with real people who work with HST reveal the humanity behind the science. Awesome imagery provided by HST inspires viewers to look at the night sky themselves. In partnership with NASA's TIMED mission, LASP and Space Science Institute, Fiske Planetarium translated its original planetarium show - "Space Storm” - into "Tormenta Espacial". This show explores the Sun-Earth connection and explains how solar activity affects technology and life on Earth. Solar scientists from NOAA's Space Environment Center and the University of Colorado at Boulder contributed to provide scientific accuracy. Show content and accompanying educational materials are aligned with state and national science standards. Curricular materials extend the planetarium experience into the K-12 classroom so that students inspired and engaged by the show continue to see real-life applications and workplace opportunities. Fiske Planetarium offers "Las Muchas Caras...” and "Tormenta Espacial” to other planetariums at a minimal rate, including technical support for the life of the show. Versions of "The Many Faces of Hubble” and "Space Storm” are available with no spoken dialogue so that languages other than English or Spanish may be accommodated.

  19. Effects of Mobile Devices on K-12 Students' Achievement: A Meta-Analysis

    Science.gov (United States)

    Tingir, S.; Cavlazoglu, B.; Caliskan, O.; Koklu, O.; Intepe-Tingir, S.

    2017-01-01

    In this meta-analytic study, we investigated the effects of mobile devices on student achievement in science, mathematics and reading in grades K-12. Based on our inclusion criteria, we searched the ERIC and PsycINFO databases and identified 14 peer-reviewed research articles published between 2010 and 2014. We identified the device type, subject…

  20. 75 FR 49500 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2010-08-13

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act... Environmental Health Sciences Council. The meeting will be open to the public as indicated below, with... Committee: National Advisory Environmental Health Sciences Council. Date: September 1-2, 2010. Open...

  1. Experimental Comparison of Inquiry and Direct Instruction in Science

    Science.gov (United States)

    Cobern, William W.; Schuster, David; Adams, Betty; Applegate, Brooks; Skjold, Brandy; Undreiu, Adriana; Loving, Cathleen C.; Gobert, Janice D.

    2010-01-01

    There are continuing educational and political debates about "inquiry" versus "direct" teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects…

  2. Supporting Three-Dimensional Science Learning: The Role of Curiosity-Driven Classroom Discourse

    Science.gov (United States)

    Johnson, Wendy Renae

    2017-01-01

    The National Research Council's "Framework for K-12 Science Education" (2011) presents a new vision for science education that calls for the integration of the three dimensions of science learning: science and engineering practices, crosscutting concepts, and disciplinary core ideas. Unlike previous conceptions of science learning that…

  3. Next Generation Science Standards: Adoption and Implementation Workbook

    Science.gov (United States)

    Peltzman, Alissa; Rodriguez, Nick

    2013-01-01

    The Next Generation Science Standards (NGSS) represent the culmination of years of collaboration and effort by states, science educators and experts from across the United States. Based on the National Research Council's "A Framework for K-12 Science Education" and developed in partnership with 26 lead states, the NGSS, when…

  4. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    OpenAIRE

    Anthony Milanowski

    2003-01-01

    In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An ann...

  5. Reading, Writing & Rings: Science Literacy for K-4 Students

    Science.gov (United States)

    McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

    2007-12-01

    Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.

  6. Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief

    Science.gov (United States)

    Larson, Judy

    2009-01-01

    To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…

  7. Engineering Education in the Science Classroom: A Case Study of One Teacher's Disparate Approach with Ability-Tracked Classrooms

    Science.gov (United States)

    Schnittka, Christine G.

    2012-01-01

    Currently, unless a K-12 student elects to enroll in technology-focused schools or classes, exposure to engineering design and habits of mind is minimal. However, the "Framework for K-12 Science Education," published by the National Research Council in 2011, includes engineering design as a new and major component of the science content…

  8. GIS in the K-12 Classroom: Research Agenda from EDGIS '96

    OpenAIRE

    National Center for Geographic Information and Analysis; National Council for Geographic Education (NCGE); Technical Education Research Centers (TERC)

    1996-01-01

    This meeting of education researchers and teachers immediately followed the November 1996 Annual Meeting of the National Council for Geographic Education (NCGE) in Santa Barbara, California. Participants explored the issues facing the use of Geographic Information Systems (GIS) in the K-12 classroom and developed a research agenda related to Pedagogy Issues, Curriculum Issues, Software Issues, and Cognitive Issues.

  9. Revolutionizing Earth System Science Education for the 21st Century: Report and Recommendations from a 50-State Analysis of Earth Science Education Standards

    Science.gov (United States)

    Hoffman, Martos; Barstow, Daniel

    2007-01-01

    The National Oceanic and Atmospheric Administration (NOAA) commissioned TERC to complete a review of science education standards for all 50 states. The study analyzed K-12 Earth science standards to determine how well each state addresses key Earth-science content, concepts and skills. This report reveals that few states have thoroughly integrated…

  10. K-12 Local Network (LAN) Design Guide

    National Research Council Canada - National Science Library

    Horton, Cody

    1998-01-01

    ...) educators preparing to design and implement LANs in K-12 schools and libraries. Data was collected during the implementation of LANs in K-12 schools of the Monterey Peninsula Uniform School District (MPUSD...

  11. Science teachers in deaf education: A national survey of K-8 teachers

    Science.gov (United States)

    Shaw, Cynthia

    A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers chi2 (1, N = 67) = 5.39, p translanguaging than hearing teachers (chi2 (1, N = 67) = 4.54, p < .05). Hearing teachers used the computer more often in the classroom than deaf teachers (chi 2 (1, N = 67) = 4.65, p < .01). Hearing teachers had their students use the computer more regularly than deaf teachers (chi2 (1, N = 67) = 11.49, p < .01). Teachers who worked in residential schools compared to working in public schools attended more state department of education science workshops chi2 (1, N = 67) = 6.83, p < .01, attended national or state science meetings chi2 (1, N = 67) = 7.96, p < .01, were familiar with the Star Schools program chi2 (1, N=67) = 13.23, p < .01, and participated more in Star Schools programs chi 2 (1, N = 67) = 15.96, p < .01. Compared to hearing teachers, the deaf teachers used web-based science materials (chi2 (1, N = 67) = 4.65, p < .01), used codeswitching chi2 (1, N

  12. K-12 Students' Perceptions of Scientists: Finding a valid measurement and exploring whether exposure to scientists makes an impact

    Science.gov (United States)

    Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

    2014-10-01

    This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a scientist. Since finding a valid instrument is critical, the study involved (1) determining the validity of the commonly administered Draw-A-Scientist Test (DAST) against a newly designed six-question survey and (2) using a combination of both instruments to determine what stereotypes are currently held by children. A pretest-posttest design was used on 485 students, grades 3-11, attending 6 different schools in suburban and rural Maine communities. A significant but low positive correlation was found between the DAST and the survey; therefore, it is imperative that the DAST not be used alone, but corroboration with interviews or survey questions should occur. Pretest results revealed that the children held common stereotypes of scientists, but these stereotypes were neither as extensive nor did they increase with the grade level as past research has indicated, suggesting that a shift has occurred with children having a broader concept of who a scientist can be. Finally, the presence of an STEM Fellow corresponded with decreased stereotypes in middle school and high school, but no change in elementary age children. More research is needed to determine whether this reflects resiliency in elementary children's perceptions or limitations in either drawing or in writing out their responses.

  13. Anil K Rajvanshi

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Anil K Rajvanshi. Articles written in Resonance – Journal of Science Education. Volume 12 Issue 3 March 2007 pp 4-12 General Article. Nikola Tesla – The Creator of the Electric Age · Anil K Rajvanshi · More Details Fulltext PDF. Volume 13 Issue 7 July 2008 pp ...

  14. 3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

    Science.gov (United States)

    Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

    2017-12-01

    In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

  15. Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

    Science.gov (United States)

    Foster, J.; Connolly, R.

    2017-12-01

    WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

  16. Los Alamos National Laboratory A National Science Laboratory

    Energy Technology Data Exchange (ETDEWEB)

    Chadwick, Mark B. [Los Alamos National Laboratory

    2012-07-20

    Our mission as a DOE national security science laboratory is to develop and apply science, technology, and engineering solutions that: (1) Ensure the safety, security, and reliability of the US nuclear deterrent; (2) Protect against the nuclear threat; and (3) Solve Energy Security and other emerging national security challenges.

  17. Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education

    Science.gov (United States)

    Niederhauser, Dale S.; Lindstrom, Denise L.; Strobel, Johannes

    2007-01-01

    The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that teachers integrated instructional technology use and provided opportunities for their students to…

  18. INCREASING ACHIEVEMENT AND HIGHER-EDUCATION REPRESENTATION OF UNDER-REPRESENTED GROUPS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS FIELDS: A REVIEW OF CURRENT K-12 INTERVENTION PROGRAMS.

    Science.gov (United States)

    Valla, Jeffrey M; Williams, Wendy M

    2012-01-01

    The under-representation of women and ethnic minorities in Science, Technology, Engineering, and Mathematics (STEM) education and professions has resulted in a loss of human capital for the US scientific workforce and spurred the development of myriad STEM educational intervention programs. Increased allocation of resources to such programs begs for a critical, prescriptive, evidence-based review that will enable researchers to develop optimal interventions and administrators to maximize investments. We begin by providing a theoretical backdrop for K-12 STEM programs by reviewing current data on under-representation and developmental research describing individual-level social factors undergirding these data. Next, we review prototypical designs of these programs, highlighting specific programs in the literature as examples of program structures and components currently in use. We then evaluate these interventions in terms of overall effectiveness, as a function of how well they address age-, ethnicity-, or gender-specific factors, suggesting improvements in program design based on these critiques. Finally, program evaluation methods are briefly reviewed and discussed in terms of how their empirical soundness can either enable or limit our ability to delineate effective program components. "Now more than ever, the nation's changing demographics demand that we include all of our citizens in science and engineering education and careers. For the U.S. to benefit from the diverse talents of all its citizens, we must grow the pipeline of qualified, underrepresented minority engineers and scientists to fill positions in industry and academia."-Irving P. McPhail..

  19. Economics and National Security: Issues and Implications for U.S. Policy

    Science.gov (United States)

    2011-01-04

    College, K-12, and Early Childhood Education ............................................................. 25 Science, Technology, Engineering, and...to democratize because democracies were more likely than dictatorships to have shared values and to keep the peace; and • Western culture was...ahead of the United States in all three categories.57 College, K-12, and Early Childhood Education58 The 2010 National Security Strategy proposes that

  20. Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

    Science.gov (United States)

    Niepold, F.; Byers, A.

    2009-12-01

    The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

  1. Nucleoli in human early erythroblasts (K2, K1, K1/2 cells).

    Science.gov (United States)

    Smetana, K; Jirásková, I; Klamová, H

    2005-01-01

    Human early erythroid precursors classified according to the nuclear size were studied to provide information on nucleoli in these cells using simple cytochemical procedures for demonstration of RNA and proteins of silver-stained nucleolar organizers. K2 cells with nuclear diameter larger than 13 microm and K1 cells with nuclear diameter larger than 9 microm corresponding to proerythroblasts and macroblasts (large basophilic erythroblasts) mostly possessed large irregularly shaped nucleoli with multiple fibrillar centres representing "active nucleoli". K1/2 cells with nuclear diameter smaller than 9 microm corresponding to small basophilic erythroblasts were usually characterized by the presence of micronucleoli representing "inactive nucleolar types". On the other hand, a few K1/2 cells contained large nucleoli with multiple fibrillar centres similar to those present in K2 cells and thus appeared as "microproerythroblasts". The nucleolar asynchrony expressed by the presence of large irregularly shaped nucleoli with multiple nucleoli (active nucleoli) and ring-shaped nucleoli (resting nucleoli) in one and the same nucleus of K2 or K1 cells was not exceptional and might reflect a larger resistance of these cells to negative factors influencing the erythropoiesis. The intranucleolar translocation of silver-stained nucleolus organized regions was noted in K2 cells and might indicate the premature aging of these cells without further differentiation. More studies, however, are required in this direction.

  2. 76 FR 62422 - National Institute of Environmental Health Sciences; Cancellation of Meeting

    Science.gov (United States)

    2011-10-07

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute of Environmental Health Sciences; Cancellation of Meeting Notice is hereby given of the cancellation of the Interagency Breast Cancer and Environmental Research Coordinating Committee, October 12, 2011, 1 p.m. to 3 p.m...

  3. Effect of simulated microgravity on E. coli K12 MG1655 growth and gene expression

    Data.gov (United States)

    National Aeronautics and Space Administration — This study demonstrates simulated microgravity effects on E. coli K 12 MG1655 when grown on LB medium supplemented with glycerol. The results imply that E. coli...

  4. 75 FR 4882 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

    Science.gov (United States)

    2010-01-29

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council ACTION: Notice of Panel Session. Public input is requested concerning appropriate Federal Executive Branch responses to the National Academy of Sciences 2009 report...

  5. 78 FR 45992 - National Science and Technology Council; Notice of Meeting: Open Meeting of the National Science...

    Science.gov (United States)

    2013-07-30

    ..., Engineering, and Technology Subcommittee National Nanotechnology Coordination Office ACTION: Notice of public meeting. SUMMARY: The National Nanotechnology Coordination Office (NNCO), on behalf of the Nanoscale Science, Engineering, and Technology (NSET) Subcommittee of the Committee on Technology, National Science...

  6. Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

    Science.gov (United States)

    Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

    2007-12-01

    University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an

  7. 76 FR 6163 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

    Science.gov (United States)

    2011-02-03

    ... Branch responses to the AFIS interoperability issues identified in the National Academy of Sciences 2009... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council ACTION: Notice of meeting. Public input is requested concerning...

  8. Proceedings of the 12. National Meeting on Particle Physics and Fields

    International Nuclear Information System (INIS)

    Santos, A.L.; Simoes, J.A.M.; Chinellato, J.A.; Pleitez, V.

    1993-01-01

    This publication contains the Proceedings presented during the 12. National Meeting on Particle Physics and Fields. Works on the areas of gravitation, quantum mechanics, string models; symmetry, current algebras, interaction models; particle decays, and theory of fields were proposed and discussed. (M.C.K.)

  9. Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms

    Science.gov (United States)

    Niederhauser, Dale S.; Lindstrom, Denise L.

    2006-01-01

    The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the…

  10. Are Learning Assistants Better K-12 Science Teachers?

    Science.gov (United States)

    Gray, Kara E.; Webb, David C.; Otero, Valerie K.

    2010-10-01

    This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers' first year of teaching. The LA Program provides interested science majors with the opportunity to explore teaching through weekly teaching responsibilities, an introduction to physics education research, and a learning community within the university. Some of these LAs are recruited to secondary science teacher certification programs. We hypothesized that the LA experience would enhance the teaching practices of the LAs who ultimately become teachers. To test this hypothesis, LAs were compared to a matched sample of teachers who completed the same teacher certification program as the LAs but did not have the LA "treatment." LAs and "non-LAs" were compared through interviews, classroom observations, artifact packages, and observations made with Reformed Teacher Observation Protocol (RTOP) collected within the first year of teaching. Some differences were found; these findings and their implications are discussed.

  11. 78 FR 69462 - National Nanotechnology Initiative Strategic Plan; National Science and Technology Council...

    Science.gov (United States)

    2013-11-19

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY OFFICE National Nanotechnology Initiative Strategic Plan; National Science and Technology Council; National Nanotechnology Coordination Office AGENCY: Executive... Science, Engineering, and Technology Subcommittee requests public comments on the draft 2014 National...

  12. Students Designing Video Games about Immunology: Insights for Science Learning

    Science.gov (United States)

    Khalili, Neda; Sheridan, Kimberly; Williams, Asia; Clark, Kevin; Stegman, Melanie

    2011-01-01

    Exposing American K-12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a…

  13. Creating opportunities for science PhDs to pursue careers in high school education.

    Science.gov (United States)

    Doyle, Kari M H; Vale, Ronald D

    2013-11-01

    The United States is confronting important challenges at both the early and late stages of science education. At the level of K-12 education, a recent National Research Council report (Successful K-12 STEM Education) proposed a bold restructuring of how science is taught, moving away from memorizing facts and emphasizing hands-on, inquiry-based learning and a deeper understanding of the process of science. At higher levels of training, limited funding for science is leading PhDs to seek training and careers in areas other than research. Might science PhDs play a bigger role in the future of K-12 education, particularly at the high school level? We explore this question by discussing the roles that PhDs can play in high school education and the current and rather extensive barriers to PhDs entering the teaching profession and finally suggest ways to ease the entrance of qualified PhDs into high school education.

  14. Science | Argonne National Laboratory

    Science.gov (United States)

    Security Photon Sciences Physical Sciences & Engineering Energy Frontier Research Centers Scientific Publications Researchers Postdocs Exascale Computing Institute for Molecular Engineering at Argonne Work with Us About Safety News Careers Education Community Diversity Directory Argonne National Laboratory

  15. Integrating Social Science and Ecosystem Management: A National Challenge

    Science.gov (United States)

    Cordell; H. Ken; Linda Caldwell

    1995-01-01

    These proceedings contain the contributed papers and panel presentations, as well as a paper presented at the National Workshop, of the Conference on Integrating Social Sciences and Ecosystem Management, which was held at Unicoi Lodge and Conference Center, Helen, GA, December 12-14, 1995. The overall purpose of this Conference was to improve understanding, integration...

  16. G K Suryaprakash

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. G K Suryaprakash. Articles written in Resonance – Journal of Science Education. Volume 22 Issue 12 December 2017 pp 1111-1153 General Article. George Andrew Olah: Across Conventional Lines · Ripudaman Malhotra Thomas Mathew G K Suryaprakash.

  17. Planning Instruction to Meet the Intent of the Next Generation Science Standards

    Science.gov (United States)

    Krajcik, Joseph; Codere, Susan; Dahsah, Chanyah; Bayer, Renee; Mun, Kongju

    2014-03-01

    The National Research Council's Framework for K- 12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K- 12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6-8 and 9-12. PEs do not specify how instruction should be developed nor do they serve as objectives for individual lessons. To support students in developing proficiency in the PEs, the elements of the DCIs will need to be blended with various practices and crosscutting concepts. In this paper, we examine how to design instruction to support students in meeting a cluster or "bundle" of PEs and how to blend the three dimensions to develop lesson level PEs that can be used for guiding instruction. We provide a ten-step process and an example of that process that teachers and curriculum designers can use to design lessons that meet the intent of the Next Generation of Science Standards.

  18. National Space Science Data Center Master Catalog

    Data.gov (United States)

    National Aeronautics and Space Administration — The National Space Science Data Center serves as the permanent archive for NASA space science mission data. 'Space science' means astronomy and astrophysics, solar...

  19. Native American Indian Successes in Natural Resources, Science and Engineering: PreK through Ph.D.

    Science.gov (United States)

    Bolman, J. R.

    2005-12-01

    We are living in a definite time of change. Distinct changes are being experienced in our most sacred and natural environments. This is especially true on Native lands. Native people have lived for millennia in distinct and unique ways. The knowledge of balancing the needs of people with the needs of our natural environments is paramount in all tribal societies. This inherent knowledge has become the foundation on which to build a "blended" contemporary understanding of western science. The Dakota's and Northern California have recognized the critical need in understanding successful tribal strategies to engage educational systems (K-12 and higher education), to bring to prominence the professional development opportunities forged through working with tribal peoples and ensure the growth of Native people in STEM (Science, Technology, Engineering and Mathematics) professions. The presentation will highlight: 1) current philosophies on building a STEM Native workforce; 2) successful educational programs/activities in PreK-Ph.D. systems; 3) current Native professionals, their research and tribal applicability; and 4) forwarding thinking for creating sustainable environmental and social infrastructures for all people. South Dakota School of Mines and Technology (SDSM&T) and Humboldt State University (HSU) have been recognized nationally for their partnerships with Native communities. SDSM&T has set record numbers for graduating Native students in science and engineering. SDSM&T had 27 graduates in five years (2000-2005) and hosted more than 1000+ Native students for programs and activities. Humboldt State University is the only university in the CSU system with a program focusing specifically on Natives in natural resources, science and engineering as well as a Native American Studies degree. Both universities have designed programs to meet current needs and address challenging issues in Earth, Wind, Fire and Water. The programs are funded through NASA, NSF, NIH and

  20. 1.2 million kids and counting-Mobile science laboratories drive student interest in STEM.

    Science.gov (United States)

    Jones, Amanda L; Stapleton, Mary K

    2017-05-01

    In today's increasingly technological society, a workforce proficient in science, technology, engineering, and mathematics (STEM) skills is essential. Research has shown that active engagement by K-12 students in hands-on science activities that use authentic science tools promotes student learning and retention. Mobile laboratory programs provide this type of learning in schools and communities across the United States and internationally. Many programs are members of the Mobile Lab Coalition (MLC), a nonprofit organization of mobile and other laboratory-based education programs built on scientist and educator collaborations. A recent survey of the member programs revealed that they provide an impressive variety of programming and have collectively served over 1.2 million students across the US.

  1. Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students

    Science.gov (United States)

    Becerra, David

    2012-01-01

    This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and…

  2. University of Maine’s Follow a Researcher™ Program: Using Graduate Student Field Research as a Framework to Incorporate Next Generation Science Standards (NGSS) Practices in the K-12 Classroom

    OpenAIRE

    Kaluzienski, Lynn; Hamley, Catherine; Rodda, Charles; Kranich, Gregory; Wilson, Laura

    2016-01-01

    Follow a Researcher™ is an innovative University of Maine 4-H program that connects youth with a graduate student who is conducting field research in a remote location. Using technology and social media, K-12 classrooms have an unprecedented opportunity to get to know a student researcher. Youth engage in the research process and witness NGSS Science and Engineering Practices in action.

  3. 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.

  4. K Hussian Reddy

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. K Hussian Reddy. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 6 June 1999 pp 67-77 General Article. Coordination Compounds in Biology - The Chemistry of Vitamin B12 and Model Compounds · K Hussian Reddy.

  5. Building Science and Technology Solutions for National Problems

    International Nuclear Information System (INIS)

    Bishop, Alan R.

    2012-01-01

    The nation's investment in Los Alamos has fostered scientific capabilities for national security missions. As the premier national security science laboratory, Los Alamos tackles: (1) Multidisciplinary science, technology, and engineering challenges; (2) Problems demanding unique experimental and computational facilities; and (3) Highly complex national security issues requiring fundamental breakthroughs. Our mission as a DOE national security science laboratory is to develop and apply science, technology, and engineering solutions that: (1) ensure the safety, security, and reliability of the US nuclear deterrent; (2) protect against the nuclear threat; and (3) solve national security challenges.

  6. 76 FR 35225 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2011-06-16

    ... Health Sciences Special Emphasis Panel, Pathway to Independence/Career Development. Date: July 14, 2011. Time: 11 a.m. to 2:25 p.m. Agenda: To review and evaluate grant applications. Place: NIEHS/National... Conference Call). Contact Person: Linda K. Bass, PhD, Scientific Review Administrator, Scientific Review...

  7. 75 FR 47030 - National Science Board; Sunshine Act Meetings; Notice

    Science.gov (United States)

    2010-08-04

    ... Committee on Programs and Plans. STATUS: Open. LOCATION: This meeting will be held by teleconference... Programs and Plans, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as... business and other matters specified, as follows: DATE AND TIME: August 12, 2010 at 3 p.m. EDT. SUBJECT...

  8. Using an Interdisciplinary Approach to Enhance Climate Literacy for K-12 Teachers

    Science.gov (United States)

    Hanselman, J. A.; Oches, E. A.; Sliko, J.; Wright, L.

    2014-12-01

    The Next Generation Science Standards (2014) will begin to change how K-12 teachers teach science. Using a scaffolding approach, the standards focus on a depth of knowledge across multiple content areas. This philosophy should encourage inquiry-based teaching methods, provided the teacher has both the knowledge and the confidence to teach the content. Although confidence to teach science is high among secondary science (biology, general science, chemistry) teachers, depth of knowledge may be lacking in certain areas, including climate science. To address this issue, a graduate course in climate science (Massachusetts Colleges Online Course of Distinction award winner) was developed to include inquiry-based instruction, connections to current research, and interdisciplinary approaches to teaching science. With the support of the InTeGrate program (SERC) at Carleton College, a module was developed to utilize cli-fi (climate science present in fictional literature) and related climate data. Graduate students gain an appreciation of scientific communication and an understanding of climate data and its connection to societal issues. In addition, the graduate students also gain the ability to connect interdisciplinary concepts for a deeper understanding of climate science and have the opportunity. By the end of the course, the graduate students use the content learned and the examples of pedagogical tools to develop their own activities in his or her classroom.

  9. Quasi-free K+ photo-production in 12C

    International Nuclear Information System (INIS)

    Maeda, K.; Yamazaki, H.; Asano, S.; Emura, T.; Endo, I.; Endo, S.; Ito, S.; Itoh, H.; Ifuku, K.; Konno, O.; Koike, M.; Maruyama, K.; Niki, K.; Niwa, K.; Okuno, H.; Sakaguchi, A.; Sasaki, T.; Suda, T.; Sumi, Y.; Takeya, M.; Terasawa, T.; Uchida, H.; Yamashita, H.; Yoshida, K.

    1994-01-01

    Quasi-free K + photo-production in the 12 C(γ,K + ) reaction has been investigated in a photon energy range of 0.7-1.1GeV. Differential cross sections for the quasi-free process of the 12 C(γ,K + ) reaction have been obtained and they are compared with a calculation of a quasi-free K + photo-production. The effective proton number Z eff =4.2±0.6 obtained from the experiment was in good agreement with a calculation of a semi-classical attenuation model. ((orig.))

  10. 78 FR 55116 - National Science Board; Sunshine Act Meetings; Notice

    Science.gov (United States)

    2013-09-09

    ... for the transaction of National Science Board business, as follows: DATE AND TIME: Thursday, September 12, 2013 at 10:30 a.m. EDT. SUBJECT MATTER: Consideration of nominations for the NSB class of 2014.... Ann Bushmiller, NSB Senior Legal Counsel. [FR Doc. 2013-21968 Filed 9-5-13; 11:15 am] BILLING CODE...

  11. 77 FR 49462 - National Science Board; Sunshine Act Meetings

    Science.gov (United States)

    2012-08-16

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings The National Science Board, pursuant to NSF regulations (45 CFR Part 614), the National Science Foundation Act, as amended... regard to the scheduling of a teleconference meeting of the Audit and Oversight Committee for the...

  12. The Delicate Balance between Research, Teaching and Outreach: A Case Study of Physicists in K-12 Education

    Science.gov (United States)

    Leslie-Pelecky, Diandra

    2003-04-01

    Recent calls from a variety of sectors including some funding agencies and professional societies encourage physicists to take a more active interest in the education of K-12 students and their teachers. Although there are a broad range of possible activities, finding time to participate is always a challenge for the researcher. How does the busy physicist ensure that the time devoted to education or outreach activities produces meaningful results without adversely affecting his or her research program? Project Fulcrum, a NSF-funded program that teams science and math graduate students at the University of Nebraska-Lincoln with 4th -8th grade teachers in the Lincoln Public Schools, presents a case study of how research scientists can be meaningfully involved with K-12 education. Project Fulcrum's preliminary results indicate that the impact scientists have in the classroom goes far beyond providing expertise in physics, and turns out to be very different than originally anticipated. There are a wide variety of models for involvement in education and outreach that cover a broad span of time and energy commitments. Careful project choice, establishing administrative infrastructure, collaborating with other departments and colleges, and involving colleagues can optimize the impact-made-to-time-spent ratio. Challenges such as project evaluation, overcoming the negative attitudes of some physicists towards anything not related to research, and ensuring that participants get appropriate credit for their efforts will also be discussed. The conclusion will address the personal and professional rewards of involvement in education and outreach. This work is funded by the National Science Foundation (NSF-DGE0086358). The author wishes to acknowledge the contributions of co-PIs G. Buck, S. Kirby, R. Kirby and P. Dussault, and all of the Project Fulcrum Fellows and Teachers.

  13. Blended learning in K-12 mathematics and science instruction -- An exploratory study

    Science.gov (United States)

    Schmidt, Jason

    Blended learning has developed into a hot topic in education over the past several years. Flipped classrooms, online learning environments, and the use of technology to deliver educational content using rich media continue to garner national attention. While generally well accepted and researched in post-secondary education, not much research has focused on blended learning in elementary, middle, and high schools. This thesis is an exploratory study to begin to determine if students and teachers like blended learning and whether or not it affects the amount of time they spend in math and science. Standardized achievement test data were also analyzed to determine if blended learning had any effect on test scores. Based on student and teacher surveys, this population seems to like blended learning and to work more efficiently in this environment. There is no evidence from this study to support any effect on student achievement.

  14. Marshalling Corporate Resources for Public and K-12 Technical Education Outreach and Engagement

    Science.gov (United States)

    Wynne, James

    2011-03-01

    In 1988, the Education Task Force of the Business Roundtable recommended that American corporations invest in pre-college education. Prior to that date, corporate investment was targeted at higher education. IBM and other corporations responded by encouraging their employees and their corporate philanthropic organizations to develop programs aimed at enhancing pre-college education. The IBM TJ Watson Research Center initiated a Local Education Outreach program, active for these past 23 years, that marshals the resources of our science-rich institution to enhance STEM education in our local schools. We have broad and deep partnerships between the Research Center and local school districts, including New York City. We have just completed our 19th consecutive year of Family Science Saturdays, which brings 4th and 5th grade children, along with their parents, to our Research Center for hands-on workshops in topics like States of Matter, Polymer Science, Kitchen Chemistry, and Sound and Light. The workshops are staffed by IBM volunteers, assisted by local high school student ``Peer Teachers.'' Since 1990, the IBM Corporation has joined with a coalition of other companies, professional engineering societies, and government agencies to sponsor the annual Engineers Week (EWeek) campaign of technical education outreach, serving as Corporate Chair in 1992, 2001, and 2008. In recent years, we have annually recruited around 5000 IBM volunteers to reach out to more than 200,000 K-12 students in order to increase their awareness and appreciation of technical careers and encourage them to continue their studies of STEM (science, technology, engineering, and mathematics). The speaker, who helped found the APS Forum on Education (FED) and served as FED Councillor for 8 years, will review these and other programs for Public and K-12 Technical Education Outreach and Engagement.

  15. Keeping Pace with K-12 Online Learning, 2016

    Science.gov (United States)

    Gemin, Butch; Pape, Larry

    2017-01-01

    "Keeping Pace with K-12 Online Learning 2016" marks the thirteenth consecutive year Evergreen has published its annual research of the K-12 education online learning market. The thirteen years of researching, writing and publishing this report represents a time of remarkable change. There has been a constant presence that has become the…

  16. Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover

    Science.gov (United States)

    Larkin, Ingle M.; Lokey-Vega, Anissa; Brantley-Dias, Laurie

    2018-01-01

    The purpose of this study was to measure and explore factors influencing K-12 online teachers' turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit,…

  17. Crowd-Sourcing with K-12 citizen scientists: The Continuing Evolution of the GLOBE Program

    Science.gov (United States)

    Murphy, T.; Wegner, K.; Andersen, T. J.

    2016-12-01

    Twenty years ago, the Internet was still in its infancy, citizen science was a relatively unknown term, and the idea of a global citizen science database was unheard of. Then the Global Learning and Observations to Benefit the Environment (GLOBE) Program was proposed and this all changed. GLOBE was one of the first K-12 citizen science programs on a global scale. An initial large scale ramp-up of the program was followed by the establishment of a network of partners in countries and within the U.S. Now in the 21st century, the program has over 50 protocols in atmosphere, biosphere, hydrosphere and pedosphere, almost 140 million measurements in the database, a visualization system, collaborations with NASA satellite mission scientists (GPM, SMAP) and other scientists, as well as research projects by GLOBE students. As technology changed over the past two decades, it was integrated into the program's outreach efforts to existing and new members with the result that the program now has a strong social media presence. In 2016, a new app was launched which opened up GLOBE and data entry to citizen scientists of all ages. The app is aimed at fresh audiences, beyond the traditional GLOBE K-12 community. Groups targeted included: scouting organizations, museums, 4H, science learning centers, retirement communities, etc. to broaden participation in the program and increase the number of data available to students and scientists. Through the 20 years of GLOBE, lessons have been learned about changing the management of this type of large-scale program, the use of technology to enhance and improve the experience for members, and increasing community involvement in the program.

  18. Organizational and training factors that promote team science: A qualitative analysis and application of theory to the National Institutes of Health's BIRCWH career development program.

    Science.gov (United States)

    Guise, Jeanne-Marie; Winter, Susan; Fiore, Stephen M; Regensteiner, Judith G; Nagel, Joan

    2017-04-01

    Research organizations face challenges in creating infrastructures that cultivates and sustains interdisciplinary team science. The objective of this paper is to identify structural elements of organizations and training that promote team science. We qualitatively analyzed the National Institutes of Health's Building Interdisciplinary Research Careers in Women's Health, K12 using organizational psychology and team science theories to identify organizational design factors for successful team science and training. Seven key design elements support team science: (1) semiformal meta-organizational structure, (2) shared context and goals, (3) formal evaluation processes, (4) meetings to promote communication, (5) role clarity in mentoring, (6) building interpersonal competencies among faculty and trainees, and (7) designing promotion and tenure and other organizational processes to support interdisciplinary team science. This application of theory to a long-standing and successful program provides important foundational elements for programs and institutions to consider in promoting team science.

  19. Evaluation results of the GlobalWatershed GK-12 Fellowship Program - a model for increased science literacy and partnership

    Science.gov (United States)

    Mayer, A. S.; Vye, E.

    2016-12-01

    The Michigan Tech GlobalWatershed GK-12 Fellowship program bridges the gap between K-12 learning institutions and the scientific community with a focus on watershed research. Michigan Tech graduate students (fellows) work in tandem with teachers on the development of relevant hands-on, inquiry based lesson plans and activities based on their doctoral research projects in watershed science. By connecting students and teachers to state of the art academic research in watershed science, teachers are afforded a meaningful way in which to embed scientific research as a component of K-12 curricula, while mentoring fellows on the most pertinent and essential topics for lesson plan development. Fellows fulfill their vital responsibility of communicating their academic research to a broader public while fostering improved teaching and communication skills. A goal of the project is to increase science literacy among students so they may understand, communicate and participate in decisions made at local, regional, and global levels. The project largely works with schools located in Michigan's western Upper Peninsula but also partners with K-12 systems in Sonora, Mexico. While focusing on local and regional issues, the international element of the project helps expand student, teacher, and fellow worldviews and global awareness of watershed issues and creates meaningful partnerships. Lesson plans are available online and teacher workshops are held regularly to disseminate the wealth of information and resources available to the broader public. Evaluation results indicate that fellows' skill and confidence in their ability to communicate science increased as a results of their participation of the program, as well as their desire to communicate science in their future careers. Teachers' confidence in their capacity to present watershed science to their students increased, along with their understanding of how scientific research contributes to understanding of water

  20. Impact of Project-Based Curriculum Materials on Student Learning in Science: Results of a Randomized Controlled Trial

    Science.gov (United States)

    Harris, Christopher J.; Penuel, William R.; D'Angelo, Cynthia M.; DeBarger, Angela Haydel; Gallagher, Lawrence P.; Kennedy, Cathleen A.; Cheng, Britte Haugen; Krajcik, Joseph S.

    2015-01-01

    The "Framework for K-12 Science Education" (National Research Council, 2012) sets an ambitious vision for science learning by emphasizing that for students to achieve proficiency in science they will need to participate in the authentic practices of scientists. To realize this vision, all students will need opportunities to learn from…

  1. Explicitly Targeting Pre-Service Teacher Scientific Reasoning Abilities and Understanding of Nature of Science through an Introductory Science Course

    Science.gov (United States)

    Koenig, Kathleen; Schen, Melissa; Bao, Lei

    2012-01-01

    Development of a scientifically literate citizenry has become a national focus and highlights the need for K-12 students to develop a solid foundation of scientific reasoning abilities and an understanding of nature of science, along with appropriate content knowledge. This implies that teachers must also be competent in these areas; but…

  2. Mathematics and Computer Science | Argonne National Laboratory

    Science.gov (United States)

    Extreme Computing Data-Intensive Science Applied Mathematics Science & Engineering Applications Software Extreme Computing Data-Intensive Science Applied Mathematics Science & Engineering Opportunities For Employees Staff Directory Argonne National Laboratory Mathematics and Computer Science Tools

  3. Sustaining K-12 professional development in geology: Recurrent participation in Rockcamp

    Science.gov (United States)

    Repine, T.E.; Hemler, D.A.; Behling, R.E.

    2004-01-01

    A reconnaissance study of the geology professional development program known as RockCamp was initiated to examine the sustained, or recurrent, participation of K-12 science teachers. Open-ended interviews, concept mapping, and creative writing assignments were used to explore the perceptions of six teachers possessing an exceptional record of participation. Efficacy, fun, right time of life, and support emerged as unanimous reasons for recurrent participation. Content, friendship, and methodology were very important. College credit was not critical. These teachers' perceptions suggest their sustained involvement in the RockCamp Program is stimulated by situated learning experiences stressing a compare, contrast, connect, and construct pedagogy within a supportive learning community.

  4. Strategies for Integrating Content from the USGCRP Climate and Health Assessment into the K-12 Classroom

    Science.gov (United States)

    Haine, D. B.

    2016-12-01

    That the physical environment shapes the lives and behaviors of people is certainly not news, but communicating the impact of a changing climate on human health and predicting the trajectory of these changes is an active area of study in public health. From air quality concerns to extreme heat to shifts in the range of disease vectors, there are many opportunities to make connections between Earth's changing climate and human health. While many science teachers understand that addressing human health impacts as a result of a changing climate can provide needed relevance, it can be challenging for teachers to do so given an already packed curriculum. This session will share instructional strategies for integrating content from the USGCRP Climate and Health Assessment (CHA) by enhancing, rather than displacing content related to climate science. This presentation will feature a data interpretation activity developed in collaboration with geoscientists at the University of North Carolina's Gillings School of Public Health to convey the connection between air quality, climate change and human health. This classroom activity invites students to read excerpts from the CHA and interpret data presented in the scientific literature, thus promoting scientific literacy. In summarizing this activity, I will highlight strategies for effectively engaging geoscientists in developing scientifically rigorous, STEM-focused educational activities that are aligned to state and national science standards and also address the realities of the science classroom. Collaborating with geoscientists and translating their research into classroom activities is an approach that becomes more pertinent with the advent of the Next Generation Science Standards (NGSS). Thus, the USGCRP Climate and Health Assessment represents an opportunity to cultivate science literacy among K-12 students while providing relevant learning experiences that promote integration of science and engineering practices as

  5. Science Curriculum Guide, Level 4.

    Science.gov (United States)

    Newark School District, DE.

    The fourth of four levels in a K-12 science curriculum is outlined. In Level 4 (grades 9-12), science areas include earth science, biology, chemistry, and physics. Six major themes provide the basis for study in all levels (K-12). These are: Change, Continuity, Diversity, Interaction, Limitation, and Organization. In Level 4, all six themes are…

  6. 76 FR 51064 - National Science Board; Sunshine Act Meetings; Notice

    Science.gov (United States)

    2011-08-17

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board (NSB) Committee on Audit and Oversight and the NSB Committee on Strategy and Budget, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as amended (42 U.S.C...

  7. National Center for Mathematics and Science - K-12 education research

    Science.gov (United States)

    Reasoning in the Elementary Grades Classroom Assessment as the Basis for Teacher Change (CATCH) Statistics motion, calculus, statistics, genetics, evolution, astronomy, and other topics. Teacher professional populations in California, Massachusetts, and Wisconsin are examining (a) children's mathematical and

  8. 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?

  9. Annual report of National Institute of Radiological Sciences of the fiscal year 1990

    International Nuclear Information System (INIS)

    1992-01-01

    This annual report presents the activities of the National Institute of Radiological Sciences in Japan in the fiscal year 1990. The activities are divided into research, technical aids, training, medical services, management affairs at the Nakaminato Laboratory Branch Office, library or editing, international cooperation, and general affairs. Research activities are described under the following sections: (1) special researches covering 'biological risk evaluation in public exposure' and 'exposure assessment in the environment and the public involved in food chain', 'medical use of accelerated heavy ions', and 'survey for the demonstration of dose-response relationships in low dose irradiation'; (2) five assigned researches; (3) ordinary researches concerning physics, pharmacochemistry, biology, genetics, pathology and physiology, cell biology, internal exposure, envionmental science, clinical research, clinical research for radiation injuries, medical use of heavy particles, environmental radiation ecology, and aquatic radiation ecology; (4) risk estimation of radiation; (5) survey for radiation response phenomena in fish and in immunity associated with low dose irradiation; (6) actual surveys for Bikini victims, population doses of medical and occupational exposure, and thorotrast exposure; (7) project research; (8) integrated atomic energy-based technological research; (9) radioactivity survey; (10) research supported by Science and Technology Agency aids; (11) International research cooperation; (12) government-private joint cooperative study. Appendices include the personnel list and the bibliography of articles reported by the staff. (N.K.) 870 refs

  10. Classifying K-12 Blended Learning

    Science.gov (United States)

    Staker, Heather; Horn, Michael B.

    2012-01-01

    The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

  11. 75 FR 48996 - National Science Board; Sunshine Act Meetings; Notice

    Science.gov (United States)

    2010-08-12

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board's Committee on Audit & Oversight, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as amended (42 U.S.C. 1862n-5), and the Government in the Sunshine Act (5...

  12. 76 FR 3180 - National Science Board; Sunshine Act Meetings; Notice

    Science.gov (United States)

    2011-01-19

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board's Committee on Programs and Plans and the Committee on Audit & Oversight, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as amended (42 U.S.C. 1862n-5), and the...

  13. Life after National Science Foundation fellowships: The implications for a graduate student's professional endeavors

    Science.gov (United States)

    Obarski, Kelly Josephine

    Each year, hundreds of graduate and undergraduate students, participate as Fellows in National Science Foundation GK-12 Grants throughout the U.S. These Fellowships create opportunities for university students to improve their communication skills, teaching proficiencies, and team-building skills, in addition to expanding their interest in educational endeavors in their respective communities while pursuing their college degrees. STEP (Science and Technology Enhancement Project) is one such project. University faculty, public school teachers, and community leaders collaborated together in order to bring scientists into middle and secondary classrooms to focus on increasing student interest and proficiency in science, technology, engineering, and mathematics (STEM) skills. Seventeen Fellows, in the previous four years, designed, developed, and implemented innovative, hands-on lessons in seven local schools. The evaluation team collected a tremendous amount of research evidence focused on the effect of the program on the Fellows while they were participants in the study, but there has been very little data collected about the Fellows after leaving the program. This research study, consisting of two-hour interviews, qualitatively explores how the skills learned while participating in the STEP program affected the Fellows' career and educational choices once leaving the project. This data was analyzed along with historical attitude surveys and yearly tracking documents to determine the effect that participation in the program had on their choices post-STEP. An extensive literature review has been conducted focusing on other GK-12 programs throughout the country, K-16 collaboration, Preparing Future Faculty Programs, as well as on teaching and learning literature. These bodies of literature provide the theoretical basis in which the research is framed in order to assess the impact on Fellow educational and professional choices since leaving the STEP program. This

  14. K-12 Technology Accessibility: The Message from State Governments

    Science.gov (United States)

    Shaheen, Natalie L.; Lazar, Jonathan

    2018-01-01

    This study examined state education technology plans and technology accessibility statutes to attempt to answer the question--is K-12 instructional technology accessibility discussed in state-level technology accessibility statutes and education technology plans across the 50 United States? When a K-12 school district is planning the construction…

  15. 75 FR 10845 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

    Science.gov (United States)

    2010-03-09

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Subcommittee on Forensic Science; Committee on Science... participants. SUMMARY: The Subcommittee on Forensic Science of the National Science and Technology Council's... . Kenneth E. Melson, Co-Chair, Subcommittee on Forensic Science. [FR Doc. 2010-4899 Filed 3-8-10; 8:45 am...

  16. 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...

  17. 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...

  18. Dr Pierre Perrolle, Director, Office of International Science and Engineering, National Science Foundation, United States of America

    CERN Multimedia

    Maximilien Brice

    2002-01-01

    Photo 01: Dr Pierre Perrolle, Director, Office of International Science and Engineering, National Science Foundation, USA (second from right) in the ATLAS assembly hall with from left to right Randi Ruchti, Peter Jenni and Robert Eisenstein, Senior Science Advisor, National Science Foundation, USA. Photo 02: Dr Pierre Perrolle, Director, Office of International Science and Engineering, National Science Foundation, USA (second from right) in the ATLAS assembly hall with from left to right Randi Ruchti, Robert Eisenstein, Senior Science Advisor, National Science Foundation, USA and Peter Jenni. Photo 03: Dr Pierre Perrolle, Director, Office of International Science and Engineering, National Science Foundation, USA (second from right) in front of the ATLAS End-Cap Toroid vacuum vessel in the ATLAS assembly hall with from left to right Peter Jenni, Robert Eisenstein, Senior Science Advisor, National Science Foundation, USA and Randi Ruchti ________________________________

  19. Proceedings of the 12. National Meeting on Particle Physics and Fields; Anais do 12. Encontro Nacional de Fisica de Particulas e Campos

    Energy Technology Data Exchange (ETDEWEB)

    Santos, A L [Sao Paulo Univ., SP (Brazil). Inst. de Fisica; Mello, E R.B. de [Paraiba Univ., Joao Pessoa, PB (Brazil); Simoes, J A.M. [Universidade Federal, Rio de Janeiro, RJ (Brazil); Chinellato, J A [Universidade Estadual de Campinas, SP (Brazil); Pleitez, V [Instituto de Fisica Teorica (IFT), Sao Paulo, SP (Brazil)

    1994-12-31

    This publication contains the Proceedings presented during the 12. National Meeting on Particle Physics and Fields. Works on the areas of gravitation, quantum mechanics, string models; symmetry, current algebras, interaction models; particle decays, and theory of fields were proposed and discussed. (M.C.K.).

  20. Proceedings of the 12. National Meeting on Particle Physics and Fields; Anais do 12. Encontro Nacional de Fisica de Particulas e Campos

    Energy Technology Data Exchange (ETDEWEB)

    Santos, A.L. [Sao Paulo Univ., SP (Brazil). Inst. de Fisica; Mello, E.R.B. de [Paraiba Univ., Joao Pessoa, PB (Brazil); Simoes, J.A.M. [Universidade Federal, Rio de Janeiro, RJ (Brazil); Chinellato, J.A. [Universidade Estadual de Campinas, SP (Brazil); Pleitez, V. [Instituto de Fisica Teorica (IFT), Sao Paulo, SP (Brazil)

    1993-12-31

    This publication contains the Proceedings presented during the 12. National Meeting on Particle Physics and Fields. Works on the areas of gravitation, quantum mechanics, string models; symmetry, current algebras, interaction models; particle decays, and theory of fields were proposed and discussed. (M.C.K.).

  1. Annual report of National Institute of Radiological Sciences, April 1989 - March 1990

    International Nuclear Information System (INIS)

    1990-07-01

    This annual report is a compilation of the research activities and achievement in the National Institute of Radiological Sciences (NIRS) in Japan during the fiscal year 1990 (from April 1989 through March 1990). Efforts at the NIRS are particularly aimed at three long term projects: 'risk due to low level radiation exposure to the general population', 'assessment of radiation exposure of the public to radioactivities as related to the environment', and 'food chain and medical use of accelerated heavy ions'. The research covers a wide range of radiological sciences from molecular to environmental studies and medicine including engineering. Topics consists of physics, chemistry, bio-medical science, clinical research, and environmental sciences, covering a total of 80 titles. A list of publications by staff members, activities of research divisions, and organization chart of the NIRS are given in Appendix. (N.K.)

  2. Construction of non-viral vector (mPEG5k-PCL1.2k)1.4-g-PEI10k and its gene delivery efficacy in vitro

    OpenAIRE

    Wei HUANG; Ming LV; Zhong-gao GAO; Ming-ji JIN; Fei-fei YANG; Yu-li WANG

    2011-01-01

    Objective To construct(mPEG5k-PCL1.2k)1.4-g-PEI10k,a copolymer designed as delivery vector for non-viral gene therapy,and explore its cytotoxicity and efficacy in delivery of plasmid DNA(pDNA).Methods The copolymer,mPEG5k-PCL1.2k-OH,was prepared by ring-opening polymerization and then followed by a conversion of hydroxyl terminal(-OH) into N-hydroxysuccinimide(NHS) to prepare mPEG5k-PCL1.2k-NHS.One of the branches,PEI10k,was then reacted with mPEG5k-PCL1.2k-NHS to synthesize a ternary copolym...

  3. Needed: Reincarnation of National Defense Education Act of 1958

    Science.gov (United States)

    Harris, Mary M.; Miller, James R.

    2005-01-01

    This paper reviews the historical and current response of the United States to threats to its world leadership in scientific endeavors, with particular attention to the National Defense Education Act of 1958. The current status of the United States in mathematics, science, and engineering education is reviewed with respect to K-12 student…

  4. Proceedings of the Second National Science and Technology Forum

    International Nuclear Information System (INIS)

    2005-01-01

    In Zambia, a lot of research work has been carried out in Science and Technology without a matching public awareness of the achievements and potential benefits. It is for this reason the National Science and Technology Council hosted the Second National Science and Technology Forum to publicise and promote broad national prioties in Science and Technology research. Highlights included the presentation of papers on residue effect of partially acidulated phosphate rock,the fluorencenceand absortion of white and dyed cotton fabricsand the intergation of indigenious knowledge and technologies in national development among others

  5. Involving Minority High School Students in Cutting Edge Research through C-DEBI, an NSF-National Science and Technology Center

    Science.gov (United States)

    Singer, E.; Edwards, K. J.

    2012-12-01

    The Center for Dark Energy Biosphere Investigations (C-DEBI) was established as a National Science and Technology Center (NTC) funded by NSF in 2009. Its mission is to explore life beneath the seafloor and make transformative discoveries that advance science, benefit society, and inspire people of all ages and origins. Thanks to the multi-institutional character of C-DEBI, the Center has not only started a collaborative framework for experimental and exploratory research, but also targets education programs at the K-12, undergraduate, graduate and postdoctoral levels involving biogeochemists, microbiologists, geochemists and geologists. An example for this is the introduction of deep biosphere research into the K-12 classroom. In this context, C-DEBI has collaborated with teachers from the Animo Leadership High School in Inglewood, which is ranked 27th within California and has a total minority enrollment of 99%, to adapt Marine Biology classes and introduce latest Deep Biosphere Science discoveries. Three high school students participated in a pilot project over 6 months to gain hands-on experience in an ongoing study in a Marine Microbiology laboratory at University of Southern California. Graduate and postdoctoral students from the Departments of Biological and Earth Sciences supervised theory, praxis and project design, which was aimed at culturing strains of Marinobacter, one of the most ubiquitous marine microbial genera, and preparing extracted DNA for sequencing using the latest Ion Torrent Technology. Students learned about the interdisciplinary global context of the study and gained experience in laboratory procedures, including basic aseptical techniques, molecular biology methods, and cutting-edge sequencing Technology, as well as problem-solving and creative thinking in project preparation and conduction. This hands-on training included discussions about the 'Whys' and 'Hows' in today's research with respect to their specific project, but also from a

  6. The National Science Foundation and the History of Science

    Science.gov (United States)

    Rothenberg, Marc

    2014-01-01

    The National Science Foundation (NSF) is the major funder of the history of science in the United States. Between 1958 and 2010, the NSF program for the history of science has given 89 awards in the history of astronomy. This paper analyzes the award recipients and subject areas of the awards and notes significant shifts in the concentration of award recipients and the chronological focus of the research being funded.

  7. Expanding the horizons of soil science to the public

    Science.gov (United States)

    Lindbo, David L.; Hopmans, Jan; Olson, Carolyn; Fisk, Susan; Chapman, Susan

    2015-04-01

    Soils are critical to all life on the planet yet most individuals treat soil like dirt. As soil scientist we have long recognized this and have struggled to find ways to communicate the importance of soils to the public. The goal is not purely altruistic as we recognize that society funds or research and provides the workforce in soils that we need to continue to gain knowledge and expertise in soil science. In 2006 the Soil Science Society of America took a bold move and created its K12 Committee in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers (primary and school teachers). The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has

  8. 45 CFR 650.2 - National Science Foundation patent policy.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false National Science Foundation patent policy. 650.2... FOUNDATION PATENTS § 650.2 National Science Foundation patent policy. As authorized by the National Science... adopted the following statement of NSF patent policy. (a) In accordance with the Bayh-Dole Act and the...

  9. Results and Implications of a 12-Year Longitudinal Study of Science Concept Learning

    Science.gov (United States)

    Novak, Joseph D.

    2005-03-01

    This paper describes the methods and outcomes of a 12-year longitudinal study into the effects of an early intervention program, while reflecting back on changes that have occurred in approaches to research, learning and instruction since the preliminary inception stages of the study in the mid 1960s. We began the study to challenge the prevailing consensus at the time that primary school children were either preoperational or concrete operational in their cognitive development and they could not learn abstract concepts. Our early research, based on Ausubelian theory, suggested otherwise. The paper describes the development and implementation of a Grade 1-2 audio tutorial science instructional sequence, and the subsequent tracing over 12 years, of the children's conceptual understandings in science compared to a matched control group. During the study the concept map was developed as a new tool to trace children's conceptual development. We found that students in the instruction group far outperformed their non-instructed counterparts, and this difference increased as they progressed through middle and high school. The data clearly support the earlier introduction of science instruction on basic science concepts, such as the particulate nature of matter, energy and energy transformations. The data suggest that national curriculum standards for science grossly underestimate the learning capabilities of primary-grade children. The study has helped to lay a foundation for guided instruction using computers and concept mapping that may help both teachers and students become more proficient in understanding science.

  10. Changing Curriculum: A Critical Inquiry into the Revision of the British Columbia Science Curriculum For Grades K-9

    Science.gov (United States)

    Searchfield, Mary A.

    In 2010 British Columbia's Ministry of Education started the process of redesigning the provincial school curriculum, Kindergarten to Grade 12. Mandatory implementation of the new curriculum was set for the 2016/17 school year for Grades K-9, and 2017/18 for Grades 10-12. With a concerted emphasis on personalized learning and through the frame of a Know-Do-Understand curriculum model, the new curriculum aims to meet the needs of today's learners, described as living in a technology-rich, fast-paced and ever-changing world, through a concept-based and competency-driven emphasis. This thesis is a critical analysis of the BC K-9 Science curriculum as written and published, looking specifically at how science is treated as a form of knowledge, its claimed presentation as a story, and on whether the intentions claimed by the designers are matched in the curriculum's final form.

  11. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K B R Varma. Articles written in Bulletin of Materials Science. Volume 30 Issue 6 December 2007 pp 567-570 Ceramics and Glasses. Microwave synthesis and sintering characteristics of CaCu3Ti4O12 · P Thomas L N Sathapathy K Dwarakanath K B R Varma · More Details ...

  12. 12 CFR 12.102 - National bank use of electronic communications as customer notifications.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 1 2010-01-01 2010-01-01 false National bank use of electronic communications... Interpretations § 12.102 National bank use of electronic communications as customer notifications. (a) In... 12.5 through electronic communications. Where a customer has a facsimile machine, a national bank may...

  13. The Metamorphosis by K. (12)

    CERN Multimedia

    CERN Bulletin

    2012-01-01

    In the last issue of the Bulletin we reported on the first run of the new NA62 experiment. In this issue, we go behind the scenes to take a look at the production of the experiment's new kaon beam.   The start of the K12 beam line as seen during the installation of the shielding. 10-2, 10-3, 10-4, 10-5, 10-6 mbar… send in the protons! Since Thursday 1 November, the P42 beam line of the SPS has once again been sending protons to the beryllium target to produce the K12 kaon beam line eagerly awaited by the NA62 collaboration. This was no trivial matter! The first step was to clear the decks by dismantling the entire H10 beam line and NA60 experiment, as well as most of the NA48 experiment - representing some 1000 tonnes of equipment in total! Next came the complete renovation of the infrastructure, which dated back to 1979. The operation called on the expertise of virtually all branches of the EN and GS departments, as well as the Radiation Protection group: from ...

  14. National Institute of General Medical Sciences

    Science.gov (United States)

    ... Over Navigation Links National Institute of General Medical Sciences Site Map Staff Search My Order Search the ... NIGMS Website Research Funding Research Training News & Meetings Science Education About NIGMS Feature Slides View All Slides ...

  15. Rock Cycle. K-6 Science Curriculum.

    Science.gov (United States)

    Blueford, J. R.; And Others

    Rock Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) chemistry (introducing the topics of matter, elements, compounds, and chemical bonding); (2) characteristics (presenting hands-on activities with rocks and minerals); (3) minerals (emphasizing the aesthetic and economic…

  16. Renewal of K-NET (National Strong-motion Observation Network of Japan)

    Science.gov (United States)

    Kunugi, T.; Fujiwara, H.; Aoi, S.; Adachi, S.

    2004-12-01

    The National Research Institute for Earth Science and Disaster Prevention (NIED) operates K-NET (Kyoshin Network), the national strong-motion observation network, which evenly covers the whole of Japan at intervals of 25 km on average. K-NET was constructed after the Hyogoken-Nambu (Kobe) earthquake in January 1995, and began operation in June 1996. Thus, eight years have passed since K-NET started, and large amounts of strong-motion records have been obtained. As technology has progressed and new technologies have become available, NIED has developed a new K-NET with improved functionality. New seismographs have been installed at 443 observatories mainly in southwestern Japan where there is a risk of strong-motion due to the Nankai and Tonankai earthquakes. The new system went into operation in June 2004, although seismographs have still to be replaced in other areas. The new seismograph (K-NET02) consists of a sensor module, a measurement module and a communication module. A UPS, a GPS antenna and a dial-up router are also installed together with a K-NET02. A triaxial accelerometer, FBA-ES-DECK (Kinemetrics Inc.) is built into the sensor module. The measurement module functions as a conventional strong-motion seismograph for high-precision observation. The communication module can perform sophisticated processes, such as calculation of the Japan Meteorological Agency (JMA) seismic intensity, continuous recording of data and near real-time data transmission. It connects to the Data Management Center (DMC) using an ISDN line. In case of a power failure, the measurement module can control the power supply to the router and the communication module to conserve battery power. One of the main features of K-NET02 is a function for processing JMA seismic intensity. K-NET02 functions as a proper seismic intensity meter that complies with the official requirements of JMA, although the old strong-motion seismograph (K-NET95) does not calculate seismic intensity. Another

  17. National innovation policy and public science in Australia

    Science.gov (United States)

    Carter, Lyn

    2017-12-01

    In this paper, I have positioned myself with Kean Birch and explored some of the political-economic actors/actants of policy suites implicated in the biotechnologies and bioeconomy. In particular, I have considered Australia's recent National Innovation and Science Agenda and allied documents and entities (that is, Innovation and Science Australia, the National Science Statement and the 2016 National Research Infrastructure Roadmap) as one of the National Innovation Strategies in place now in OECD countries and beyond. In overview, these policy suites utilise the same high knowledge creation/low translation and commericalisation arguments as elsewhere to press for particular ideologically based `improvements' to public science. Mapping the terrain of these entities has revealed the innovation, biotechnology and bioeconomy policy space to be inordinately complex and challenging to navigate. Reviewing Australia's position enables the type of comparative work that contributes to a closer understanding of the largely neoliberal global economic imperatives shaping contemporaneity. Moreover, while these policy suites attempt to constitute and circulate particular visions of science education, their complex nature mitigates against science teachers/educators grappling with their implications.

  18. Ground Truth Studies - A hands-on environmental science program for students, grades K-12

    Science.gov (United States)

    Katzenberger, John; Chappell, Charles R.

    1992-01-01

    The paper discusses the background and the objectives of the Ground Truth Studies (GTSs), an activity-based teaching program which integrates local environmental studies with global change topics, utilizing remotely sensed earth imagery. Special attention is given to the five key concepts around which the GTS programs are organized, the pilot program, the initial pilot study evaluation, and the GTS Handbook. The GTS Handbook contains a primer on global change and remote sensing, aerial and satellite images, student activities, glossary, and an appendix of reference material. Also described is a K-12 teacher training model. International participation in the program is to be initiated during the 1992-1993 school year.

  19. Increasing Geoscience Literacy and Public Support for the Earthscope National Science Initiative Through Informal Education

    Science.gov (United States)

    Aubele, J. C.

    2005-12-01

    Geology and geophysics are frequently perceived by the student, teacher, or adult non-geologist as "difficult to understand"; however, most non-geologists of all ages appreciate geological landforms such as mountains, volcanoes and canyons, and are interested in phenomena such as earthquakes and natural resources. Most people are also interested in local connections and newsworthy programs and projects. Therefore, the EarthScope Project is a perfect opportunity to excite and educate the public about solid-Earth geoscience research and to increase the non-geologist's understanding of Earth's dynamic processes. As the EarthScope Project sweeps across the country, the general public must be made aware of the magnitude, scope, excitement, and achievements of this national initiative. However, EarthScope science is difficult for the non-scientist to understand. The project is large-scale and long-term, and its data sets consist of maps, structural graphics, 3D and 4D visualizations, and the integration of many different geophysical instruments, all elements that are difficult for the non-scientist to understand. Targeted programs for students, teachers, and visitors to the National Parks will disseminate EarthScope information; in addition, museums and other informal science education centers can also play an important role in translating scientific research for the general public. Research on learning in museums has shown that museums educate an audience that is self-selected and self-directed (non-captive), includes family/groups, multigenerational, and repeat visitors, and requires presentation of information for a variety of learning styles. Informal science centers have the following advantages in geoscience-related education: (1) graphics/display expertise; (2) flexibility in approach and programming; (3) ability to quickly produce exhibits, educational programming, and curricula themed to specific topics of interest; (4) inclusion of K-12 teachers in the

  20. Journal of Chemical Sciences | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    National Initiative on Undergraduate Science (NIUS) Chemistry Programme Fellow, Homi Bhabha Centre for Science Education, Mankhurd, Mumbai, Maharashtra 400 088, India; Department of Chemistry, V. K. Krishna Menon College of Commerce & S. S. Dighe College of Science, Bhandup (E), Mumbai, Maharashtra 400 ...

  1. The GLOBE Carbon Project: Integrating the Science of Carbon Cycling and Climate Change into K-12 Classrooms.

    Science.gov (United States)

    Ollinger, S. V.; Silverberg, S.; Albrechtova, J.; Freuder, R.; Gengarelly, L.; Martin, M.; Randolph, G.; Schloss, A.

    2007-12-01

    The global carbon cycle is a key regulator of the Earth's climate and is central to the normal function of ecological systems. Because rising atmospheric CO2 is the principal cause of climate change, understanding how ecosystems cycle and store carbon has become an extremely important issue. In recent years, the growing importance of the carbon cycle has brought it to the forefront of both science and environmental policy. The need for better scientific understanding has led to establishment of numerous research programs, such as the North American Carbon Program (NACP), which seeks to understand controls on carbon cycling under present and future conditions. Parallel efforts are greatly needed to integrate state-of-the-art science on the carbon cycle and its importance to climate with education and outreach efforts that help prepare society to make sound decisions on energy use, carbon management and climate change adaptation. Here, we present a new effort that joins carbon cycle scientists with the International GLOBE Education program to develop carbon cycle activities for K-12 classrooms. The GLOBE Carbon Cycle project is focused on bringing cutting edge research and research techniques in the field of terrestrial ecosystem carbon cycling into the classroom. Students will collect data about their school field site through existing protocols of phenology, land cover and soils as well as new protocols focused on leaf traits, and ecosystem growth and change. They will also participate in classroom activities to understand carbon cycling in terrestrial ecosystems, these will include plant- a-plant experiments, hands-on demonstrations of various concepts, and analysis of collected data. In addition to the traditional GLOBE experience, students will have the opportunity to integrate their data with emerging and expanding technologies including global and local carbon cycle models and remote sensing toolkits. This program design will allow students to explore research

  2. Development and Implementation of an inquiry lesson for grades 6-12 explicitly teaching the Nature and Process of Science, from ship to shore, for core data of the Cretaceous-Paleogene (K-Pg)

    Science.gov (United States)

    Cohen, E.; Quan, T. M.

    2012-12-01

    The mass extinction event at the Cretaceous-Paleogene (K-Pg) boundary was the result of a bolide impact, and is popularly known for the extinction of the dinosaurs, but is also one of the largest Paleogene mass extinctions identified. In addition, it was followed by a period of drastic changes in ecological conditions, including a complete alteration of the global carbon cycle; the root cause of this change is still debated. Little information is known regarding changes in the nitrogen cycle during these periods of mass extinction and recovery. Given the importance of the nitrogen cycle to primary production and its relationship to the redox state of the local environment, determining changes in the nitrogen cycle will provide important information as to the processes of global mass extinction and the subsequent recovery. Three lessons for students' grade 6-12 were created to support the content surrounding: National Science Education Content Standards: Standard A: Science as Inquiry Standard D: Earth and Space Science Ocean Literacy Essential Principles: 3. The ocean is a major influence on weather and climate 7. The ocean is largely unexplored In the Nature of Science activity, students sequence a series of photographs to illustrate the scientific process of one scientist, Dr. Tracy Quan, of Oklahoma State University as she uses deep sea core data obtained by the JOIDES Resolution research vessel to investigate the climate during the mass extinction that took place ~ 65 million years ago. By reading the information contained on each card and studying the pictures, students learn that science is a dynamic, non-linear, and creative process. Students do not have to create the exact order Dr. Quan uses as her scientific process, but they need to justify their reasoning for placing the pictures in the order they did. The activity begins with a photo of the JOIDES Resolution and ends during a presentation at a scientific conference. There are 21 other photo cards

  3. Making NASA Earth Observing System Satellite Data Accessible to the K-12 and Citizen Scientist Communities

    Science.gov (United States)

    Moore, Susan W.; Phelps, Carrie S.; Chambers, Lin H.

    2004-01-01

    The Atmospheric Sciences Data Center (ASDC) at NASA s Langley Research Center houses over 700 data sets related to Earth s radiation budget, clouds, aerosols and tropospheric chemistry. These data sets are produced to increase academic understanding of the natural and anthropogenic perturbations that influence global climate change. 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 by reducing these large data holdings to microsets that will be easily explored and understood by the K-12 and the amateur scientist communities

  4. Australian National University Science Extension Day

    Science.gov (United States)

    Fletcher, Sarah

    2016-01-01

    The first Australian National University (ANU) Science Extension Day was held on September 8, 2015. The ANU Science Extension Day is a project that was initiated by Theodore Primary School (ACT) and developed by Theodore Primary, Calwell High School, Science Educators Association of the ACT (SEA*ACT), and the ANU. The project was developed with a…

  5. K-12 Mathematics and the Web

    Science.gov (United States)

    Glazer, Evan

    2005-01-01

    The Web offers numerous learning resources and opportunities for K-12 mathematics education. This paper discusses those resources and opportunities. Discussion includes (a) asynchronous and synchronous communication tools, (b) the use of data sets to make connections between mathematics concepts and real-world applications, and (c) interactive…

  6. National Women's Science Congress

    Indian Academy of Sciences (India)

    TSC

    This National Women's Science Congress is planned essentially to bring women to the forefront ... The following areas are indicative of this wide coverage, in each of which ... C. V. Raman, two great scientists of the world; Marie Curie Mahila.

  7. Characteristics of the process K+p→K+anti ppp at 12 GeV/c

    International Nuclear Information System (INIS)

    Armstrong, T.A.; Frame, D.; Hughes, I.S.; Kumar, B.R.; Lewis, G.M.; Macallister, J.B.; Stewart, D.T.; Turnbull, R.M.

    1979-01-01

    Data are presented on the reaction K + p→K + anti ppp at 12 GeV/c from an experiment using the OMEGA spectrometer at CERN. A clear Λ(1520) signal is observed in the process K + p→anti Λ(1520)pp and angular distributions and correlations are presented for this process. The angular distributions for the reaction in which anti Λ(1520) is not produced show an appreciable backward K + peak. (Auth.)

  8. ESSEA as an Enhancement to K-12 Earth Systems Science Efforts at San José State University

    Science.gov (United States)

    Messina, P.; Metzger, E. P.; Sedlock, R. L.

    2002-12-01

    San José State University's Geology Department has implemented and maintained a two-fold approach to teacher education efforts. Both pre-service and in-service populations have been participants in a wide variety of content-area enrichment, training, and professional development endeavors. Spearheading these initiatives is the Bay Area Earth Science Institute (BAESI); organized in 1990, this program has served more than 1,000 teachers in weekend- and summer-workshops, and field trips. It sustains a network of Bay Area teachers via its Website (http://www.baesi.org), newsletter, and allows teachers to borrow classroom-pertinent materials through the Earth Science Resource Center. The Department has developed a course offering in Earth Systems Science (Geology 103), which targets pre-service teachers within SJSU's multiple-subject credential program. The curriculum satisfies California subject matter competency requirements in the geosciences, and infuses pedagogy into the syllabus. Course activities are intended for pre-service and in-service teachers' adaptation in their own classrooms. The course has been enhanced by two SJSU-NASA collaborations (Project ALERT and the Sun-Earth Connection Education Forum), which have facilitated incorporation of NASA data, imagery, and curricular materials. SJSU's M.A. in Natural Science, a combined effort of the Departments of Geology, Biology, and Program in Science Education, is designed to meet the multi-disciplinary needs of single-subject credential science teachers by providing a flexible, individually-tailored curriculum that combines science course work with a science education project. Several BAESI teachers have extended their Earth science knowledge and teaching skills through such projects as field guides to local sites of geological interest; lab-based modules for teaching about earthquakes, rocks and minerals, water quality, and weather; and interactive online materials for students and teachers of science. In

  9. National Center for Mathematics and Science

    Science.gov (United States)

    NCISLA logo National Center for Improving Student Learning and Achievement in Mathematics and Wisconsin-Madison Powerful Practices in Mathematics & Sciences A multimedia product for educators . Scaling Up Innovative Practices in Mathematics and Science (Research Report). Thomas P. Carpenter, Maria

  10. Updating and test on 12 kA HTSCL for Russia JINR

    International Nuclear Information System (INIS)

    Zhou, Tingzhi; Ding, K; Liu, C; Xu, C; Feng, H; Wu, H; Liu, X; Song, Y

    2014-01-01

    The Joint Institute for Nuclear Research (JINR) started manufacture and test of superconducting magnets for the new accelerator complex Nuclotron-based Ion Collider fAcility (NICA). A pair of current leads rated 12 kA was developed for cold testing of the magnets in 2012. The operation of the facility needs ∼350 leads rated from 100 A to 12 kA to convey current for the magnets. After the test of the pair of 12 kA leads in JINR a contract of supplying 3 pairs of 12 kA high temperature superconducting current leads (HTSCLs) were signed to ASIPP this year. In this paper the design updating and test of the current leads are introduced.

  11. 77 FR 58412 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2012-09-20

    ... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 12-075] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

  12. The Iowa K-12 Climate Science Education Initiative: a comprehensive approach to meeting in-service teachers' stated needs for teaching climate literacy with NGSS

    Science.gov (United States)

    Stanier, C. O.; Spak, S.; Neal, T. A.; Herder, S.; Malek, A.; Miller, Z.

    2017-12-01

    The Iowa Board of Education voted unanimously in 2015 to adopt NGSS performance standards. The CGRER - College of Education Iowa K-12 Climate Science Education Initiative was established in 2016 to work directly with Iowa inservice teachers to provide what teachers need most to teach climate literacy and climate science content through investigational learning aligned with NGSS. Here we present teachers' requests for teaching climate with NGSS, and an approach to provide resources for place-based authentic inquiry on climate, developed, tested, and refined in partnership with inservice and preservice teachers. A survey of inservice middle school and high school science teachers was conducted at the 2016 Iowa Council of Teachers of Mathematics/Iowa Academy of Sciences - Iowa Science Teaching Section Fall Conference and online in fall 2016. Participants (n=383) were asked about their prior experience and education, the resources they use and need, their level of comfort in teaching climate science, perceived barriers, and how they address potential controversy. Teachers indicated preference for professional development on climate content and complete curricula packaged with lessons and interactive models aligned to Iowa standards, as well as training on instructional strategies to enhance students' ability to interpret scientific evidence. We identify trends in responses by teaching experience, climate content knowledge and its source, grade level, and urban and rural districts. Less than 20% of respondents reported controversy or negativity in teaching climate to date, and a majority were comfortable teaching climate science and climate change, with equal confidence in teaching climate and other STEM content through investigational activities. We present an approach and materials to meet these stated needs, created and tested in collaboration with Iowa teachers. We combine professional development and modular curricula with bundled standards, concepts, models, data

  13. Energy Project Professional Development: Promoting Positive Attitudes about Science among K-12 Teachers

    Science.gov (United States)

    Robertson, Amy D.; Daane, Abigail R.

    2017-01-01

    Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of…

  14. VISL: A Virtual Ice Sheet Laboratory For Outreach and K-12 Education

    Science.gov (United States)

    Cheng, D. L. C.; Halkides, D. J.; Larour, E. Y.; Moore, J.; Dunn, S.; Perez, G.

    2015-12-01

    We present an update on our developing Virtual Ice Sheet Laboratory (VISL). Geared to K-12 classrooms and the general public, VISL's main goal is to improve climate literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. VISL will allow users to perform guided experiments using the Ice Sheet System Model (ISSM), a state-of-the-art ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine that simulates the near-term evolution of the ice sheets on Greenland and Antarctica. VISL users will access ISSM via a graphical interface that can be launched from a web browser on a computer, tablet or smart phone. Users select climate conditions and run time by moving graphic sliders then watch how a given region evolves in time under those conditions. Lesson plans will include conceptual background, instructions for table top experiments related to the concepts addressed in a given lesson, and a guide for performing model experiments and interpreting their results. Activities with different degrees of complexity will aim for consistency with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12), although they will not be labeled as such to encourage a broad user base. Activities will emphasize the development of physical intuition and critical thinking skills, understanding conceptual and computational models, as well as observation recording, concept articulation, hypothesis formulation and testing, and mathematical analysis. At our present phase of development, we seek input from the greater science education and outreach communities regarding VISL's planned content, as well as additional features and topic areas that educators and students would find useful.

  15. Internet Links for Science Education: Student-Scientist Partnerships (edited by Karen Cohen)

    Science.gov (United States)

    Barden, Linda M.

    1998-10-01

    Plenum: New York, 1997. xx + 260 pp. Figs., tables, photos. 15 x 22.8 cm. ISBN 0-306-45558-7. $27.50. Science education is undergoing an upheaval more fundamental than the one that occurred in the aftermath of Sputnik. Research during the past 40 years has led to a radical change in the way we view children's learning of science. The National Science Education Standards (NSES) suggest a new model for teaching science based upon these research findings. Societal changes, particularly changes in business, have put pressure on schools to alter the emphasis of curricula from rote memory and individual competition to problem solving using a variety of technological skills and teamwork/team competition. This timely book addresses all these issues by describing projects that K-12 teachers can use to achieve the goals set forth by both NSES and business. It also provides scientists with examples of how they and their coworkers might better interact with K-12 science education to encourage a more scientifically literate society. Finally, it includes suggestions for future research in science education.

  16. Riccardo Giacconi to Receive National Medal of Science

    Science.gov (United States)

    2005-02-01

    astronomy programs. He was the Principal Investigator for the Einstein Observatory, the first imaging X-ray observatory, and led the team that proposed the current Chandra X-ray Observatory. He became the first director of the Space Telescope Science Institute, responsible for conducting the science program of the Hubble Space Telescope. He later moved to Germany to become Director-General of the European Southern Observatory (ESO), building the Very Large Telescope, an array of four 8-meter telescopes in Chile. While Director-General of ESO, Giacconi initiated a new cooperative program between the United States, ESO, and Canada to develop and build a large array of antennas for radio astronomy, the Atacama Large Millimeter Array (ALMA), in northern Chile. Giacconi was President of AUI from 1999 to 2004, managing the world-class National Radio Astronomy Observatory (NRAO), an astronomical research facility of the National Science Foundation. During his tenure, Giacconi's scientific vision dramatically advanced the observatory's capabilities. NRAO began the construction of ALMA in Chile and also the Expansion of the Very Large Array (EVLA) in New Mexico, opening new scientific frontiers across the entire radio spectrum. "I am delighted that Riccardo Giacconi has received this recognition," said NRAO Director Fred K.Y. Lo. "The value and impact of the multi-wavelength astronomy which he enabled has been nothing short of revolutionary. This honor recognizes Giacconi's contributions to astronomy and the broader scientific community." Dr. Giacconi is currently a University Professor at Johns Hopkins University in Baltimore, and remains a Distinguished Advisor to the Trustees of Associated Universities, Inc.

  17. Bringing Inquiry Science to K-5 Classrooms

    Science.gov (United States)

    Schachtel, Paula L.; Messina, D. L.; McDermott, L. C.

    2006-12-01

    As a science coach in the Seattle School District, I am responsible for helping other elementary teachers teach science. For several years, I have been participating in a program that consists of intensive NSF Summer Institutes and an ongoing academic-year Continuation Course. Teachers in this program work through modules in Physics by Inquiry, a research-based curriculum developed by the Physics Education Group at the University of Washington.1 I will discuss how this type of professional development has deepened my understanding of topics in physical science, helped me to teach science by inquiry to my own students, and enabled me to assist my colleagues in implementing inquiry science in their K-5 classrooms. Sponsored by Lillian C. McDermott. 1. A research-based curriculum developed by L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, New York, NY, John Wiley & Sons, Inc. (1996.)

  18. Attitudes toward Science among Grades 3 through 12 Arab Students in Qatar: Findings from a Cross-Sectional National Study

    Science.gov (United States)

    Said, Ziad; Summers, Ryan; Abd-El-Khalick, Fouad; Wang, Shuai

    2016-01-01

    This study assessed students' attitudes toward science in Qatar. A cross-sectional, nationwide probability sample representing all students enrolled in grades 3 through 12 in the various types of schools in Qatar completed the "Arabic Speaking Students' Attitudes toward Science Survey" (ASSASS). The validity and reliability of the…

  19. Urban Elementary Students' Conceptions of Learning Goals for Agricultural Science and Technology

    Science.gov (United States)

    Trexler, Cary J.; Hess, Alexander J.; Hayes, Kathryn N.

    2013-01-01

    Nationally, both science and agricultural education professional organizations have identified agriculture as a fundamental technology to be studied by students, with the goal of achieving an understanding of the agri-food system necessary for democratic participation. Benchmarks representing the content that K-12 children need to understand about…

  20. Digital Learning in California's K-12 Schools. Just the Facts

    Science.gov (United States)

    Gao, Niu

    2015-01-01

    This fact page briefly discusses the following facts on digital learning in California's K-12: (1) As California implements new tests in its K-12 schools, technology infrastructure is a key concern; (2) Many districts are confident that they had enough bandwidth for online field tests; (3) Digital learning will require significantly greater…

  1. Systematic study of K+ and K- charge exchange at 8.36 and 12.8 GeV/c

    International Nuclear Information System (INIS)

    Gilchriese, M.G.D.

    1977-08-01

    The results of a wire chamber spectrometer experiment at the Stanford Linear Accelerator Center to study kaon charge exchange reactions are reported. The salient experimental features include good relative normalization between the K + and K - charge exchange reactions and a large increase, with respect to previous experiments, in the number of events obtained for K + n charge exchange at the higher energy. Approximately 1500 events at 12.8 GeV/c and 250 events at 8.36 GeV/c were obtained for each of the reactions K + n → K 0 p, K - p → anti K 0 n, K + p → K 0 Δ 2+ and K - n → anti K 0 Δ - . The results of the experiment show that the K + charge exchange cross sections are larger than the K - cross sections at both energies. In particular it is found that sigma/sub tot/ (K + n → K 0 p)/sigma/sub tot/ (K - p → anti K 0 n) is 1.37 +- 0.22 at 8.36 GeV/c and 1.38 +- 0.09 at 12.8 GeV/c. The ratio of these two reactions is also consistent with no momentum transfer dependence at either beam energy. Similarly it was determined that sigma/sub tot/ (K + p → K 0 Δ 2+ )/sigma/sub tot/ (K - n → anti K 0 Δ - ) is 1.05 +- 0.16 at 8.36 GeV/c and 1.56 +- 0.08 at 12.8 GeV/c. The ratio of these two reactions is also consistent with momentum transfer independence for both beam energies. These results are in clear conflict with the predictions of exchange degenerate Regge pole models

  2. Brazilian science communication research: national and international contributions.

    Science.gov (United States)

    Barata, Germana; Caldas, Graça; Gascoigne, Toss

    2017-08-31

    Science communication has emerged as a new field over the last 50 years, and its progress has been marked by a rise in jobs, training courses, research, associations, conferences and publications. This paper describes science communication internationally and the trends and challenges it faces, before looking at the national level. We have documented science communication activities in Brazil, the training courses, research, financial support and associations/societies. By analyzing the publication of papers, dissertations and theses we have tracked the growth of this field, and compared the level of activity in Brazil with other countries. Brazil has boosted its national research publications since 2002, with a bigger contribution from postgraduate programs in education and communication, but compared to its national research activity Brazil has only a small international presence in science communication. The language barrier, the tradition of publishing in national journals and the solid roots in education are some of the reasons for that. Brazil could improve its international participation, first by considering collaborations within Latin America. International publication is dominated by the USA and the UK. There is a need to take science communication to the next level by developing more sophisticated tools for conceptualizing and analyzing science communication, and Brazil can be part of that.

  3. Nominations sought for U.S. National Medal of Science

    Science.gov (United States)

    Showstack, Randy

    2012-01-01

    Nominations are now being accepted for the 2012 U.S. National Medal of Science, which is the nation's highest honor for American scientists and engineers, presented annually by the president. The award is given to individuals “deserving of special recognition by reason of their outstanding cumulative contributions to knowledge” in the physical, biological, chemical, mathematical, engineering, or behavioral or social sciences, in combination with exemplary service to the nation, according to the program, which is administered by the National Science Foundation (NSF) on behalf of the White House Office of Science and Technology Policy. A note in NSF's call for nominations states, “We are especially interested in identifying women, members of minority groups, and persons with disabilities for consideration.”

  4. Copyright Updates for K-12 Librarians

    Science.gov (United States)

    Johnson, Wendell G.

    2016-01-01

    Copyright concerns continue to bedevil K-12 librarians, who are often called upon to act as the copyright officers in public schools. This article describes recent copyright developments of concern to these librarians in three areas: a recent court case involving a university library, pending legislation supported by ALA, and a regulatory update.…

  5. Assessing the Impact of a Statewide STEM Investment on K-12, Higher Education, and Business/Community STEM Awareness over Time

    Science.gov (United States)

    Sondergeld, Toni A.; Johnson, Carla C.; Walten, Janet B.

    2016-01-01

    Despite monetary and educational investments in science, technology, engineering, and mathematics (STEM) being at record high levels, little attention has been devoted to generating a common understanding of STEM. In addition, working with business, K-12 schools, and/or institutions of higher education to establish a grassroots effort to help…

  6. Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

    Science.gov (United States)

    Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

    2015-12-01

    A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

  7. The collision cross sections for excitation energy transfer in Rb*(5P3/2)+K(4S1/2)→Rb(5S1/2)+K*(4PJ) processes

    International Nuclear Information System (INIS)

    Horvatic, V.; Vadla, C.; Movre, M.

    1993-01-01

    The collisional excitation transfer for the processes Rb * (5P 3/2 ) + K(4S 1/2 ) → Rb(5S 1/2 ) + K * (4P J ), J = 1/2, 3/2, was investigated using two-photon laser excitation techniques with a thermionic heat-pipe diode as a detector. The population densities of the K 4P J levels induced by collisions with excited Rb atoms as well as those produced by direct laser excitation of the potassium atoms were probed through the measurement of the thermionic signals generated due to the ionization of the potassium atoms emerging from the K(4P J ) → K(7S 1/2 ) excitation channel. (orig./WL)

  8. Shaking up Pre-Calculus: Incorporating Engineering into K-12 Curricula

    Science.gov (United States)

    Sabo, Chelsea; Burrows, Andrea; Childers, Lois

    2014-01-01

    Projects highlighting Science, Technology, Engineering, and Mathematics (STEM) education in high schools have promoted student interest in engineering-related fields and enhanced student understanding of mathematics and science concepts. The Science and Technology Enhancement Program (Project STEP), funded by a NSF GK-12 grant at the University of…

  9. Investigating the Potential of MOOCs in K-12 Teaching and Learning Environments

    Science.gov (United States)

    Nigh, Jennifer; Pytash, Kristine E.; Ferdig, Richard E.; Merchant, William

    2015-01-01

    The massive open online course (MOOC) is a relatively new concept in K-12 teaching and learning environments. Although significant work has been done with MOOCs since 2008, it has only been recently that MOOCs have been studied with K-12 populations. The purpose of this study was to further examine the motivation of K-12 students enrolled in a…

  10. National Academy of Sciences Recommends Continued Support of ALMA Project

    Science.gov (United States)

    2000-05-01

    A distinguished panel of scientists today announced their support for the continued funding of the Atacama Large Millimeter Array (ALMA) Project at a press conference given by the National Academy of Sciences. The ALMA Project is an international partnership between U.S. and European astronomy organizations to build a complete imaging telescope that will produce astronomical images at millimeter and submillimeter wavelengths. The U.S. partner is the National Science Foundation, through Associated Universities, Inc., (AUI), led by Dr. Riccardo Giacconi, and the National Radio Astronomy Observatory (NRAO). "We are delighted at this show of continued support from our peers in the scientific community," said Dr. Robert Brown, ALMA U.S. Project Director and Deputy Director of NRAO. "The endorsement adds momentum to the recent strides we've made toward the building of this important telescope." In 1998, the National Research Council, the working arm of the National Academy of Sciences, charged the Astronomy and Astrophysics Survey Committee to "survey the field of space- and ground-based astronomy and astrophysics" and to "recommend priorities for the most important new initiatives of the decade 2000-2010." In a report released today, the committee wrote that it "re-affirms the recommendations of the 1991 Astronomy and Astrophysics Survey Committee by endorsing the completion of . . . the Millimeter Array (MMA, now part of the Atacama Large Millimeter Array)." In the 1991 report "The Decade of Discovery," a previous committee chose the Millimeter Array as one of the most important projects of the decade 1990-2000. Early last year, the National Science Foundation signed a Memorandum of Understanding with a consortium of European organizations that effectively merged the MMA Project with the European Large Southern Array project. The combined project was christened the Atacama Large Millimeter Array. ALMA, expected to consist of 64 antennas with 12-meter diameter dishes

  11. Conceptual Change in Understanding the Nature of Science Learning: An Interpretive Phenomenological Analysis

    Science.gov (United States)

    DiBenedetto, Christina M.

    This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Council. The study takes aim at the existing gap between the vision for science learning as an active process of inquiry and current pedagogical practices in K-12 science classrooms. For students to understand and explain everyday science ideas and succeed in science studies and careers, the means by which they learn science must change. Focusing on this change, the study explores the significance of educator attitudes, beliefs and values to science learning through interpretive phenomenological analysis around the central question, "In what ways do educators understand and articulate attitudes and beliefs toward the nature of science learning?" The study further explores the questions, "How do educators experience changes in their understanding of the nature of science learning?" and "How do educators believe these changes influence their pedagogical practice?" Study findings converge on four conceptions that science learning: is the action of inquiry; is a visible process initiated by both teacher and learner; values student voice and changing conceptions is science learning. These findings have implications for the primacy of educator beliefs, attitudes and values in reform efforts, science teacher leadership and the explicit instruction of both Nature of Science and conceptual change in educator preparation programs. This study supports the understanding that the nature of science learning is cognitive and affective conceptual change. Keywords: conceptual change, educator attitudes and beliefs, framework for K-12 science education, interpretive phenomenological analysis, nature of science learning, next generation science standards, science professional development

  12. Cool Science: Engaging Adult and K-16 Audiences in Climate Change Science

    Science.gov (United States)

    Lustick, D.; Lohmeier, J.; Chen, R. F.

    2012-12-01

    A team of educators and scientists from the University of Massachusetts Lowell and the University of Massachusetts Boston will report on an informal science learning research project using mass transit spaces in Lowell, MA. Cool Science (CS) uses advertising spaces on buses and terminals to engage the public with an Out of Home Multi-Media (OHMM) learning experience. K-16 classrooms throughout Massachusetts will submit original artwork that conveys a scientific concept central to understanding climate change. The best 6 works submitted will be printed and placed on every bus in the city over a 6 month period during the first half of 2013. CS aims to promote and evaluate learning about climate change science among the general adult public and k-16 students/teachers. Cool Science offers teachers an efficient and effective means of seamlessly bringing the study of climate change into classroom learning both within science and across disciplines. The products of this effort are then used to improve public engagement with the science of climate change in mass transit environments. Cool Science is an example of Science, Technology, Engineering, Art and Math education (STEAM). The goals of CS are: 1) Engage professors, teachers, and their respective students in a climate change science communication competition. 2) Run the winning 6 selected placards and posters throughout the LRTA. 3) Identify how different communities of risk among the riding public approach and understand climate change. 4) Identify the advantages and disadvantages of using buses as a context for research on informal science learning. 5) Determine the extent to which student artwork serves as a trusted source of information. As advances in technology allow for more scientific knowledge to be generated, the role of informal education to improve adult understanding of science has never been greater. We see the convergence of circumstances (ISE, climate change, OHMM, mobile technology) as an enormous

  13. A Vision in Aeronautics: The K-12 Wind Tunnel Project

    Science.gov (United States)

    1997-01-01

    A Vision in Aeronautics, a project within the NASA Lewis Research Center's Information Infrastructure Technologies and Applications (IITA) K-12 Program, employs small-scale, subsonic wind tunnels to inspire students to explore the world of aeronautics and computers. Recently, two educational K-12 wind tunnels were built in the Cleveland area. During the 1995-1996 school year, preliminary testing occurred in both tunnels.

  14. 75 FR 40754 - Government in the Sunshine Act Regulations of the National Science Board

    Science.gov (United States)

    2010-07-14

    ... NATIONAL SCIENCE FOUNDATION 45 CFR Part 614 RIN 3145-AA53 Government in the Sunshine Act Regulations of the National Science Board AGENCY: National Science Board (NSB), National Science Foundation (NSF). ACTION: Direct final rule. SUMMARY: The National Science Board (NSB) National Science Foundation...

  15. Using the Discipline of Agricultural Engineering to Integrate Math and Science

    Science.gov (United States)

    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…

  16. Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

    Directory of Open Access Journals (Sweden)

    Amy D. Robertson

    2017-07-01

    Full Text Available Promoting positive attitudes about science among teachers has important implications for teachers’ classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers’ attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

  17. Nihithewak Ithiniwak, Nihithewatisiwin and science education: An exploratory narrative study examining Indigenous-based science education in K--12 classrooms from the perspectives of teachers in Woodlands Cree community contexts

    Science.gov (United States)

    Michell, Herman Jeremiah

    This study was guided by the following research questions: What do the stories of teachers in Nihithewak (Woodlands Cree) school contexts reveal about their experiences and tendencies towards cultural and linguistic-based pedagogical practices and actions in K-12 classrooms? How did these teachers come to teach this way? How do their beliefs and values from their experiences in science education and cultural heritage influence their teaching? Why do these teachers do what they do in their science classroom and instructional practices? The research explores Indigenous-based science education from the perspectives and experiences of science teachers in Nihithewak school contexts. Narrative methodology (Clandinin & Connelly, 2000) was used as a basis for collecting and analyzing data emerging from the research process. The results included thematic portraits and stories of science teaching that is connected to Nihithewak and Nihithewatisiwin (Woodlands Cree Way of Life). Major data sources included conversational interviews, out-of-class observations and occasional in-class observations, field notes, and a research journal. An interview guide with a set of open-ended and semi-structured questions was used to direct the interviews. My role as researcher included participation in storied conversations with ten selected volunteer teachers to document the underlying meanings behind the ways they teach science in Nihithewak contexts. This research is grounded in socio-cultural theory commonly used to support the examination and development of school science in Indigenous cultural contexts (Lemke, 2001; O'Loughlin, 1992). Socio-cultural theory is a framework that links education, language, literacy, and culture (Nieto, 2002). The research encapsulates a literature review that includes the history of Aboriginal education in Canada (Battiste & Barman, 1995; Kirkness, 1992; Perley, 1993), Indigenous-based science education (Cajete, 2000; Aikenhead, 2006a), multi

  18. The United Nations Basic Space Science Initiative

    Science.gov (United States)

    Haubold, Hans; Balogh, Werner

    2014-05-01

    The basic space science initiative was a long-term effort for the development of astronomy and space science through regional and international cooperation in this field on a worldwide basis, particularly in developing nations. Basic space science workshops were co-sponsored and co-organized by ESA, JAXA, and NASA. A series of workshops on basic space science was held from 1991 to 2004 (India 1991, Costa Rica and Colombia 1992, Nigeria 1993, Egypt 1994, Sri Lanka 1995, Germany 1996, Honduras 1997, Jordan 1999, France 2000, Mauritius 2001, Argentina 2002, and China 2004; http://neutrino.aquaphoenix.com/un-esa/) and addressed the status of astronomy in Asia and the Pacific, Latin America and the Caribbean, Africa, and Western Asia. Through the lead of the National Astronomical Observatory Japan, astronomical telescope facilities were inaugurated in seven developing nations and planetariums were established in twenty developing nations based on the donation of respective equipment by Japan.Pursuant to resolutions of the Committee on the Peaceful Uses of Outer Space of the United Nations (COPUOS) and its Scientific and Technical Subcommittee, since 2005, these workshops focused on the preparations for and the follow-ups to the International Heliophysical Year 2007 (UAE 2005, India 2006, Japan 2007, Bulgaria 2008, South Korea 2009; www.unoosa.org/oosa/SAP/bss/ihy2007/index.html). IHY's legacy is the current operation of 16 worldwide instrument arrays with more than 1000 instruments recording data on solar-terrestrial interaction from coronal mass ejections to variations of the total electron content in the ionosphere (http://iswisecretariat.org/). Instruments are provided to hosting institutions by entities of Armenia, Brazil, France, Israel, Japan, Switzerland, and the United States. Starting in 2010, the workshops focused on the International Space Weather Initiative (ISWI) as mandated in a three-year-work plan as part of the deliberations of COPUOS. Workshops on ISWI

  19. Science informs stewardship: Committing to a national wilderness science agenda

    Science.gov (United States)

    Susan A. Fox; Beth A. Hahn

    2016-01-01

    The National Wilderness Preservation System (NWPS) is a vital component of the national and international infrastructure for science, education, and information. The NWPS serves as an important resource for advancing research, from discovering new dinosaurs (Arbour et al. 2014, Landon 2016) to understanding human history on the American landscape (Rasic 2003). The NWPS...

  20. Improving Climate Literacy Using The Ice Sheet System Model (ISSM): A Prototype Virtual Ice Sheet Laboratory For Use In K-12 Classrooms

    Science.gov (United States)

    Halkides, D. J.; Larour, E. Y.; Perez, G.; Petrie, K.; Nguyen, L.

    2013-12-01

    Statistics indicate that most Americans learn what they will know about science within the confines of our public K-12 education system and the media. Next Generation Science Standards (NGSS) aim to remedy science illiteracy and provide guidelines to exceed the Common Core State Standards that most U.S. state governments have adopted, by integrating disciplinary cores with crosscutting ideas and real life practices. In this vein, we present a prototype ';Virtual Ice Sheet Laboratory' (I-Lab), geared to K-12 students, educators and interested members of the general public. I-Lab will allow users to perform experiments using a state-of-the-art dynamical ice sheet model and provide detailed downloadable lesson plans, which incorporate this model and are consistent with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12). The ultimate goal of this website is to improve public climate science literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. The model used will be the Ice Sheet System Model (ISSM), an ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine, that simulates the near-term evolution of polar ice sheets (Greenland and Antarctica) and includes high spatial resolution capabilities and data assimilation to produce realistic simulations of ice sheet dynamics at the continental scale. Open sourced since 2011, ISSM is used in cutting edge cryosphere research around the globe. Thru I-Lab, students will be able to access ISSM using a simple, online graphical interface that can be launched from a web browser on a computer, tablet or smart phone. The interface will allow users to select different climate conditions and watch how the polar ice sheets evolve in time under those conditions. Lesson contents will include links to background material and activities that teach observation recording, concept articulation, hypothesis formulation and testing, and

  1. Participative Teaching with Mobile Devices and Social Networks for K-12 Children

    Directory of Open Access Journals (Sweden)

    Livia Stefan

    2016-08-01

    Full Text Available This article details a set of participatory pedagogical experiments conducted within a research grant PN II IDEI (”Time Maps. Real communities, virtual worlds, experimented pasts” performed with the purpose of helping rural communities in identifying their cultural heritage andtransmitting it to the younger generations by means of modern IT technologies, including web 2.0. In a Danubian rural community, several points of archaeological interest (POIs were identified, which were then included in a geographic Augmented Reality application for smartphones and tablets. Subsequently, the geographic data were collected from the archaeological site by the K-12 children, under the coordination of an academic staff member of the National University of Arts in Bucharest, and stored on their devices using Google Maps. The augmented information provided onthe site was annotated and shared with other K-12 children, through different social networks sites (SNS and content postings. This first stage experiment was extended to the development of a social learning environment complementary to the educational site (www.timemaps.net to support thetransmission of several traditional technologies (textile, ceramic, glass in a collaborative manner. We consider that our experiments can significantly increase the visibility of the information pertaining to the identity of target places and communities among the younger generation. A mobile-learning paradigm, in combination with web 2.0 technologies, was the support for a distributed and low-cost platform for communication and collaboration. Social networks linked thearchaeological heritage and the academic research with the larger community of rural K-12 children. The article analyzes this platform as a solution for creating, collecting and sharingeducational content, and presents conclusions on using social media for effective blended learning and transmittal of the cultural heritage.

  2. K-12 educational outcomes of immigrant youth.

    Science.gov (United States)

    Crosnoe, Robert; Turley, Ruth N López

    2011-01-01

    The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin

  3. Search for the flavor changing neutral current B-meson decays B^+arrow μ^+ μ^- K^+ and B^0arrow μ^+ μ^-K^*0 at CDF.

    Science.gov (United States)

    Erdmann, Wolfram; Speer, Thomas

    1997-04-01

    We present a search for rare B-meson decays B^+arrow μ^+ μ^- K^+ and B^0arrow μ^+ μ^-K^*0 using data from pbarp collisions at √s = 1.8 TeV recorded with CDF during the 1994 to 95 running period. We set upper limits on BR(B^+arrow μ^+ μ^- K^+) and BR(B^0arrow μ^+ μ^-K^*0). ^ Supported by U.S. DOE DE-AC02-76CH03000. ^*We thank the Fermilab staff and the technical staffs of the participating institutions for their vital contributions. This work was supported by the U.S. Department of Energy and National Science Foundation; the Italian Instituto Nazionale di Fisica Nucleare; the Ministry of Education, Science and Culture of Japan; the Natural Sciences and Engineering Research Council of Canada; the National Science Council of the Republic of China; and the A. P. Sloan Foundation.

  4. An Examination of Ideology among Selected K12 Christian School Superintendents

    Science.gov (United States)

    Dolson, Jimmy L.

    2013-01-01

    This research project focused on explaining the decision making process of K12 Christian school superintendents whose schools belong to the Association of Christian Schools International (ACSI) organization. In spite of their similar religious and philosophical beliefs, ACSI K12 Christian school superintendents differed significantly in…

  5. Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

    Science.gov (United States)

    Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

    2004-12-01

    Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition

  6. K-12 Project Management Education: NASA Hunch Projects

    Science.gov (United States)

    Morgan, Joe; Zhan, Wei; Leonard, Matt

    2013-01-01

    To increase the interest in science, technology, engineering, and math (STEM) among high school students, the National Aeronautics and Space Administration (NASA) created the "High Schools United with NASA to Create Hardware" (HUNCH) program. To enhance the experience of the students, NASA sponsored two additional projects that require…

  7. K-n and K-p elastic scattering in K-d collisions from 1.2 to 2.2 GeV/c

    International Nuclear Information System (INIS)

    Declais, Y.; Duchon, J.; Louvel, M.; Patry, J.-P.; Seguinot, J.; Baillon, P.; Bruman, C.; Ferro-Luzzi, M.; Perreau, J.-M.; Ypsilantis, T.

    1977-01-01

    This report contains the detailed description of an experiment which has determined the differential cross section of the K - n→K - n elastic scattering reaction. The results are 12 angular distributions spanning the K - n c.m. energy interval from approximately 1.86 to approximately 2.32 GeV. The measurements have been performed at the CERN PS using a beam of negative kaons with momenta from 1.2 to 2.2 GeV/c incident on a liquid deuterium target. By means of electronic apparatus the process K - d→K - n psub(s) was identified and recorded; this process is basically the same as the K - n elastic reaction insofar as the spectator proton psub(s) has low momentum. The elastic reaction was derived from the above process by taking into account the Fermi motion of the target neutron and by introducing the appropriate corrections to compensate for the effects due to the composite nature of the neutron (double-scattering, final state interaction). These results, constituting the first extensive collection of data on the pure isospin 1 anti KN state have been used in conjunction with other data in a preliminary partial wave analysis of the anti KN elastic system over the c.m. energy range from 1.84 to 2.23 GeV. Mainly for testing purposes, a similar amount of data has been collected for the K - p elastic reaction also from K - d collisions (K - d→K - p nsub(s)). (Auth.)

  8. 75 FR 61779 - National Science Board: Sunshine Act Meetings; Notice

    Science.gov (United States)

    2010-10-06

    ... Science Board's Committee on Programs and Plans, pursuant to NSF regulations (45 CFR Part 614), the... National Science Board business and other matters specified, as follows: DATE AND TIME: October 13, 2010, 1... Performance Computing Award. STATUS: Closed. LOCATION: This meeting will be held at National Science...

  9. A National Study of the Relationship between Home Access to a Computer and Academic Performance Scores of Grade 12 U.S. Science Students: An Analysis of the 2009 NAEP Data

    Science.gov (United States)

    Coffman, Mitchell Ward

    The purpose of this dissertation was to examine the relationship between student access to a computer at home and academic achievement. The 2009 National Assessment of Educational Progress (NAEP) dataset was probed using the National Data Explorer (NDE) to investigate correlations in the subsets of SES, Parental Education, Race, and Gender as it relates to access of a home computer and improved performance scores for U.S. public school grade 12 science students. A causal-comparative approach was employed seeking clarity on the relationship between home access and performance scores. The influence of home access cannot overcome the challenges students of lower SES face. The achievement gap, or a second digital divide, for underprivileged classes of students, including minorities does not appear to contract via student access to a home computer. Nonetheless, in tests for significance, statistically significant improvement in science performance scores was reported for those having access to a computer at home compared to those not having access. Additionally, regression models reported evidence of correlations between and among subsets of controls for the demographic factors gender, race, and socioeconomic status. Variability in these correlations was high; suggesting influence from unobserved factors may have more impact upon the dependent variable. Having access to a computer at home increases performance scores for grade 12 general science students of all races, genders and socioeconomic levels. However, the performance gap is roughly equivalent to the existing performance gap of the national average for science scores, suggesting little influence from access to a computer on academic achievement. The variability of scores reported in the regression analysis models reflects a moderate to low effect, suggesting an absence of causation. These statistical results are accurate and confirm the literature review, whereby having access to a computer at home and the

  10. Earth Exploration Toolbook Workshops: Web-Conferencing and Teleconferencing Professional Development Bringing Earth Science Data Analysis and Visualization Tools to K-12 Teachers and Students

    Science.gov (United States)

    McAuliffe, C.; Ledley, T.

    2008-12-01

    The Earth Exploration Toolbook (EET) Workshops Project provides a mechanism for teachers and students to have successful data-using educational experiences. In this professional development project, teachers learn to use National Science Digital Library (NSDL), the Digital Library for Earth System Education (DLESE), and an Earth Exploration Toolbook (EET) chapter. In an EET Data Analysis Workshop, participants walk through an Earth Exploration Toolbook (EET) chapter, learning basic data analysis techniques and discussing ways to use Earth science datasets and analysis tools with their students. We have offered twenty-eight Data Analysis Workshops since the project began. The total number of participants in the twenty-eight workshops to date is three hundred eleven, which reflects one hundred eighty different teachers participating in one or more workshops. Our workshops reach middle and high school teachers across the United States at schools with lower socioeconomic levels and at schools with large numbers of minority students. Our participants come from thirty-eight different states including Alaska, Maine, Florida, Montana, and many others. Eighty-six percent of our participants are classroom teachers. The remaining fourteen percent are staff development specialists, university faculty, or outreach educators working with teachers. Of the classroom teachers, one third are middle school teachers (grades 6 to 8) and two thirds are high school teachers (grades 9 to 12.) Thirty-four percent of our participants come from schools where minority populations are the majority make up of the school. Twenty-five percent of our participants are at schools where the majority of the students receive free or reduced cost lunches. Our professional development workshops are helping to raise teachers' awareness of both the Digital Library for Earth System Education (DLESE) and the National Science Digital Library (NSDL). Prior to taking one of our workshops, forty-two percent of

  11. 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.

  12. CAREER Educational Outreach: Inquiry-based Atmospheric Science Lessons for K-12 students

    Science.gov (United States)

    Courville, Z.; Carbaugh, S.; Defrancis, G.; Donegan, R.; Brown, C.; Perovich, D. K.; Richter-Menge, J.

    2011-12-01

    Climate Comics is a collaborative outreach effort between the Montshire Museum of Science, in Norwich, VT, the Cold Regions Research and Engineering Laboratory (CRREL) research staff, and freelance artist and recent graduate of the Center for Cartoon Studies in White River Junction, VT, Sam Carbaugh. The project involves the cartoonist, the education staff from the museum, and researchers from CRREL creating a series of comic books with polar science and research themes, including sea ice monitoring, sea ice albedo, ice cores, extreme microbial activity, and stories and the process of fieldwork. The aim of the comic series is to provide meaningful science information in a comic-format that is both informative and fun, while highlighting current polar research work done at the lab. The education staff at the Montshire Museum develops and provides a series of hands-on, inquiry-based activity descriptions to complement each comic book, and CRREL researchers provide science background information and reiterative feedback about the comic books as they are being developed. Here, we present the motivation for using the comic-book medium to present polar research topics, the process involved in creating the comics, some unique features of the series, and the finished comic books themselves. Cartoon illustrating ways snow pack can be used to determine past climate information.

  13. Science Literacy Project, August 2006 - August 2008

    Energy Technology Data Exchange (ETDEWEB)

    Nasseh, Bizhan [Ball State Univ., Muncie, IN (United States)

    2008-08-01

    Ball State University (BSU) was the recipient of a U.S. Department of Energy award to develop educational games teaching science and math. The Science Media Program will merge Ball State University’s nationally recognized capabilities in education, technology, and communication to develop new, interactive, game-based media for the teaching and learning of science and scientific principles for K-12 students. BSU established a team of educators, researchers, scientists, animators, designers, technology specialists, and hired a professional media developer company (Outside Source Design) from Indianapolis. After six months discussions and assessments the project team selected the following 8 games in Math, Physics, Chemistry, and Biology, 2 from each discipline. The assembled teams were innovative and unique. This new model of development and production included a process that integrated all needed knowledge and expertise for the development of high quality science and math games for K-12 students. This new model has potential to be used by others for the development of the educational games. The uniqueness of the model is to integrate domain experts’ knowledge with researchers/quality control group, and combine a professional development team from the game development company with the academic game development team from Computer Science and Art departments at Ball State University. The developed games went through feasibility tests with selected students for improvement before use in the research activities.

  14. 75 FR 30874 - National Nanotechnology Coordination Office, Nanoscale Science, Engineering and Technology...

    Science.gov (United States)

    2010-06-02

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY National Nanotechnology Coordination Office, Nanoscale Science, Engineering and Technology Subcommittee, National Science and Technology Council, Committee on Technology; The National Nanotechnology Initiative (NNI) Strategic Planning Stakeholder Workshop: Public...

  15. Social Science Curriculum Guide and Selected Multi-Media, K-6.

    Science.gov (United States)

    Gaydosh, Ronald; And Others

    GRADES OR AGES: K-6. SUBJECT MATTER: Social science. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes an explanation of the rationale, definitions of the social science core disciplines, glossary of terms, guidelines for teaching, and descriptions of concepts. The main body of the guide is designed in a five-column…

  16. 5 CFR 5301.105 - Restrictions applicable to Members of the National Science Board.

    Science.gov (United States)

    2010-01-01

    ... National Science Board. 5301.105 Section 5301.105 Administrative Personnel NATIONAL SCIENCE FOUNDATION SUPPLEMENTAL STANDARDS OF ETHICAL CONDUCT FOR EMPLOYEES OF THE NATIONAL SCIENCE FOUNDATION § 5301.105...) by the Chairman of the National Science Board or by the Designated Agency Ethics Official. (3) A...

  17. 77 FR 67027 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2012-11-08

    ... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 12- 091] NASA Advisory Council; Science... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science Subcommittee of the [[Page 67028

  18. 34 CFR 691.12 - Application.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Application. 691.12 Section 691.12 Education..., DEPARTMENT OF EDUCATION ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS ACCESS TO RETAIN TALENT GRANT (NATIONAL SMART GRANT) PROGRAMS Application Procedures § 691.12 Application. (a) As...

  19. Interview with Joe Freidhoff: A Bird's-Eye View of K-12 Online Learning

    Science.gov (United States)

    Pourreau, Leslie

    2015-01-01

    The intent of this article is to introduce long-time "Online Learning" readership to the field of K-12 online learning while also providing direction for the K-12 online learning scholars about where the field is going or should be going in terms of meeting the needs of K-12 stakeholders. Recently an interview was conducted with Dr. Joe…

  20. Flood analyses for Department of Energy Y-12, ORNL and K-25 Plants. Flood analyses in support of flood emergency planning

    International Nuclear Information System (INIS)

    1995-05-01

    The study involved defining the flood potential and local rainfall depth and duration data for the Department of Energy's (DOE) Y-12, Oak Ridge National Laboratory (ORNL), and K-25 plants. All three plants are subject to flooding from the Clinch River. In addition, the Y-12 plant is subject to flooding from East Fork Poplar and Bear Creeks, the ORNL plant from Whiteoak Creek and Melton Branch, and the K-25 plant from Poplar Creek. Determination of flood levels included consideration of both rainfall events and postulated failures of Norris and Melton Hill Dams in seismic events

  1. "Getting Practical" and the National Network of Science Learning Centres

    Science.gov (United States)

    Chapman, Georgina; Langley, Mark; Skilling, Gus; Walker, John

    2011-01-01

    The national network of Science Learning Centres is a co-ordinating partner in the Getting Practical--Improving Practical Work in Science programme. The principle of training provision for the "Getting Practical" programme is a cascade model. Regional trainers employed by the national network of Science Learning Centres trained the cohort of local…

  2. 77 FR 49463 - National Science Board; Sunshine Act Meetings

    Science.gov (United States)

    2012-08-16

    ... transaction of National Science Board business. AGENCY HOLDING MEETING: National Science Board. DATE AND TIME: Tuesday, August 21, 2012 from 5:00-6:00 p.m. SUBJECT MATTER: Chairman's remarks, consideration and... Meszaros, [email protected] , (703) 292-7000. Ann Bushmiller, NSB Senior Legal Counsel. [FR Doc. 2012-20197...

  3. Teacher Perception of Barriers and Benefits in K-12 Technology Usage

    Science.gov (United States)

    Carver, Lin B.

    2016-01-01

    This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected…

  4. The performance of the K10, K6 and GHQ-12 to screen for present state DSM-IV disorders among disability claimants

    Directory of Open Access Journals (Sweden)

    Cornelius Bert LR

    2013-02-01

    Full Text Available Abstract Background Screening for mental disorders among disability claimants is important, since mental disorders seem to be seriously under-recognized in this population. However, performance of potentially suitable scales is unknown. We aimed to evaluate the psychometric properties of three scales, the 10- and 6-item Kessler Psychological Distress Scale (K10, K6 and the 12-item General Health Questionnaire (GHQ-12, to predict present state mental disorders, classified according to the Diagnostic and Statistical Manual of Mental Disorders, 4thEdition (DSM-IV among disability claimants. Methods All scales were completed by a representative sample of persons claiming disability benefit after two years sickness absence (n=293. All diagnoses, both somatic and mental, were included. The gold standard was the Composite International Diagnostic Interview (CIDI 3.0 to diagnose present state DSM-IV disorder. Cronbach’s α, sensitivity, specificity, positive (PPV and negative predictive values (NPV, and the areas under the Receiver Operating Characteristic curve (AUC were calculated. Results Cronbach’s alpha’s were 0.919 (K10, 0.882 (K6 and 0.906 (GHQ-12. The optimal cut-off scores were 24 (K10, 14 ( K6 and 20 (GHQ-12. The PPV and the NPV for the optimal cut point of the K10 was 0.53 and 0.89, for the K6 0.51 and 0.87, and for the GHQ-12 0.50 and 0.82. The AUC’s for 30-day cases were 0.806 (K10; 95% CI 0.749-0.862, 0.796 (K6; 95% CI 0.737-0.854 and 0.695 (GHQ-12; 95% CI 0.626-0.765. Conclusions The K10 and K6 are reliable and valid scales to screen for present state DSM-IV mental disorder. The optimal cut-off scores are 24 (K10 and 14 (K6. The GHQ-12 (optimal cut-off score: 20 is outperformed by the K10 and K6, which are to be preferred above the GHQ-12. The scores on separate items of the K10 and K6 can be used in disability assessment settings as an agenda for an in-depth follow-up clinical interview to ascertain the presence of present state

  5. Energy Retrofit for Aging K-12 Schools.

    Science.gov (United States)

    3D/International, Houston, TX.

    Successfully retrofitting aging K-12 schools using energy conservation measures (ECM) that can improve the physical plant and reduce energy consumption are explored. Topics explore how certain ECM measures can benefit educational facilities, why retrofitting begun sooner rather than later is important, how to finance the retrofit program, and the…

  6. Cycle for Science: An informal outreach program connecting K-12 students with renewable energy and physics through miniature 3D-printed, solar-powered bicycles

    Science.gov (United States)

    Woods-Robinson, R.; Case, E.

    2017-12-01

    Engaging communities with renewable energy is key to fighting climate change. Cycle for Science, an innovative STEM outreach organization, has reached more than 3,000 K-12 students across the United States by bringing early-career female scientists into classrooms to teach basic physics and solar energy engineering through hands-on, DIY science activities. We designed a fleet of miniature, 3D-printed, solar-powered bicycles called "Sol Cycles" to use as teaching tools. Traveling by bicycle, Cycle for Science has brought them to rural and urban communities across the U.S. in two major efforts so far: one traversing the country (2015), and one through central California (2017). The program involves (1) introducing the scientists and why they value science, (2) running a skit to demonstrate how electrons and photons interact inside the solar panel, (3) assembling the Sol Cycles, (4) taking students outdoors to test the effects of variables (e.g. light intensity) on the Sol Cycles' movement, (5) and debriefing about the importance of renewable energy. In addition to physics and solar energy, the lessons teach the scientific process, provide tactile engagement with science, and introduce a platform to engage students with climate change impacts. By cycling to classrooms, we provide positive examples of low-impact transportation and a unique avenue for discussing climate action. It was important that this program extend beyond the trips, so the lesson and Sol Cycle design are open source to encourage teachers and students to play, change and improve the design, as well as incorporate new exercises (e.g. could you power the bicycle by wind?). Additionally, it has been permanently added to the XRaise Lending Library at Cornell University, so teachers across the world can implement the lesson. By sharing our project at AGU, we aim to connect with other scientists, educators, and concerned citizens about how to continue to bring renewable energy lessons into classrooms.

  7. Some Reflections on "Going beyond the Consensus View" of the Nature of Science in K-12 Science Education

    Science.gov (United States)

    Berkovitz, Joseph

    2017-01-01

    Hodson and Wong (2017, this issue) argue that, though the nature of science (NOS) is now an established focus of school science education and a key element in defining scientific literacy, "the consensus view" of NOS misrepresents contemporary scientific practice. They then propose a number of alternative approaches to science curriculum…

  8. Sense of Place and the National Parks, Strategies for Communicating the Interconnected Nature of Earth Science

    Science.gov (United States)

    Vye, E. C.; Rose, W. I.; Huntoon, J. E.; Nash, B. L.

    2010-12-01

    Using sense of place can help scientists improve their communication of complex concepts related to the connectivity of the environment, geological processes, and human societies. National parks afford excellent examples of places that contain intellectual and emotional stimuli for diverse individuals - in other words, they foster a sense of place. Parks contain spectacular examples of how the processes that shape the earth influence ecosystem and societal development. Parks can therefore be used as outdoor classrooms to engage people in place-based Earth Science education. Incorporating place-based teaching methods can promote learning about Earth’s processes that ensures that a wider audience can be reached than by traditional instructional methods. Specific examples of using national parks on the Colorado Plateau, in the Rocky Mountains and the Keweenaw Peninsula for K-12 teacher training have resulted in a deepening of Earth Science content-area knowledge. The National Parks “Views of the National Park (Views)” multimedia education program can subsequently be used to promote engagement of students in the teachers’ classrooms. Teachers who wish to continue their education as interns in the parks are served by programs such as Geoscientists-in-the-Parks, Volunteers-in-Parks, and Teacher-Ranger-Teacher programs. The Michigan Teaching Excellence Program (MiTEP), multi-year teacher leadership and professional development program is working with middle-grade science teachers from selected urban districts and using the parks of the Midwest as natural classrooms. MiTEP has partnered with the NPS to develop internship opportunities for teachers in the parks. These internships will result in educational materials that can be hosted by “Views”. The goal of the internships are to improve teachers’ understanding of the natural environment and the processes that it reflects, and to assist park personnel in producing materials that are standards-based, age

  9. Annual report of National Institute of Radiological Science in 1997

    International Nuclear Information System (INIS)

    1999-03-01

    The research activities of National Institute of Radiological Science (NIRS) in 1997 are described, being divided into 14 categories: (1) heavy ion project research, (2) group research, (3) special research, (4) designated research, (5) ordinary research, (6) safety analysis research, (7) actual situation investigation, (8) accepted research, (9) general technology research for nuclear energy, (10) radioactivity investigation and research, (11) research for science and technology promotion, (12) international research cooperation, (13) safety evaluation for radioactive liquid waste reprocessing test, (14) human brain function research. The heavy ion project research is divided into 5 categories, further; (1) clinical research, (2) medical treatment research, (3) diagnosis research, (4) biological research, (5) physics and engineering research. A great number of research papers published are listed. Organization, personnel, budget and accounts of the NIRS are also mentioned in the report. (M. Suetake)

  10. Approaching K-12 Online Education in Pennsylvania

    Science.gov (United States)

    Vadell, Kathryn

    2013-01-01

    The purpose of this study is to determine how K-12 schools are addressing the need to accommodate online learners in Pennsylvania. It is built upon a review of literature focusing on educational legislation, the personalization of online learning and online learning solutions. The study posed 21 questions utilizing a mixed methods approach to…

  11. Math and Science Education for the California Workforce: It Starts with K-12

    Science.gov (United States)

    EdSource, 2008

    2008-01-01

    Workforce projections worldwide show a growing need for people with strong backgrounds in math and science. As the eighth largest economy in the world, California benefits particularly from enterprises in the "STEM" fields (science, technology, engineering, and mathematics). How well California's current public school students are…

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    The Institute for Nanomaterials and Nanotechnology, MAScIR (Moroccan Foundation for Advanced Science, Innovation and Research), Rabat, Morocco; LMPHE (URAC 12), Departement of Physique, BP 1014, Faculty of Science, Mohammed V-Agdal University, Rabat, Morocco; National Centre for Energy, Sciences and ...

  13. A Primary Grade (K-3) Earth Science Program

    Science.gov (United States)

    Schwartz, Maurice L.; Slesnick, Irwin L.

    1973-01-01

    Describes the rationale and structure of a newly developed earth science program for elementary school children (K-3). The activities involve pre-operational and concrete operational stages, progressing from one to the other. Children show sustained interest and enthusiasm as they investigate landforms, the moon, fossils, and weather phenomena.…

  14. Utilizing the National Research Council's (NRC) Conceptual Framework for the Next Generation Science Standards (NGSS): A Self-Study in My Science, Engineering, and Mathematics Classroom

    Science.gov (United States)

    Corvo, Arthur Francis

    Given the reality that active and competitive participation in the 21 st century requires American students to deepen their scientific and mathematical knowledge base, the National Research Council (NRC) proposed a new conceptual framework for K--12 science education. The framework consists of an integration of what the NRC report refers to as the three dimensions: scientific and engineering practices, crosscutting concepts, and core ideas in four disciplinary areas (physical, life and earth/spaces sciences, and engineering/technology). The Next Generation Science Standards (NGSS ), which are derived from this new framework, were released in April 2013 and have implications on teacher learning and development in Science, Technology, Engineering, and Mathematics (STEM). Given the NGSS's recent introduction, there is little research on how teachers can prepare for its release. To meet this research need, I implemented a self-study aimed at examining my teaching practices and classroom outcomes through the lens of the NRC's conceptual framework and the NGSS. The self-study employed design-based research (DBR) methods to investigate what happened in my secondary classroom when I designed, enacted, and reflected on units of study for my science, engineering, and mathematics classes. I utilized various best practices including Learning for Use (LfU) and Understanding by Design (UbD) models for instructional design, talk moves as a tool for promoting discourse, and modeling instruction for these designed units of study. The DBR strategy was chosen to promote reflective cycles, which are consistent with and in support of the self-study framework. A multiple case, mixed-methods approach was used for data collection and analysis. The findings in the study are reported by study phase in terms of unit planning, unit enactment, and unit reflection. The findings have implications for science teaching, teacher professional development, and teacher education.

  15. Science and Math Lesson Plans to Meet the Ohio Revised Science Standards and the Next Generation of Standards for Today; Technology (Excel

    Directory of Open Access Journals (Sweden)

    Suzanne Lunsford

    2015-02-01

    Full Text Available Pre-service teachers (K-12 developed and taught lesson plans that met the state and national science and technology standards by integrating Excel and PowerPoint into their lesson. A sample of 74 pre-service teachers in our science education program were required to integrate technology (Excel as they developed science and math lesson plans with graphing as a requirement. These students took pre-test and post-test (n=74 to determine their understanding of Excel in relation to the need of current technology for todays' science classroom. The test results showed that students obtained content gains in Excel graphing in all the inquiry-based lab experiments. They also gained experience in developing math skills, inquiry-based science lesson plans, and communication and presentation skills.

  16. Observation of Λ-hypernuclei in the reaction 12C(π+,K+)/sub Λ/12C

    International Nuclear Information System (INIS)

    Milner, E.C.

    1985-12-01

    The observation of Λ-hypernuclear levels in /sub Λ/ 12 C by associated production through the (π + ,K + ) reaction is reported. Spectrometers used in the measurements are discussed. The /sub Λ/ 12 C excitation energy spectra were recorded at laboratory scattering angles of 5.6 0 , 10.3 0 , and 15.2 0 . The spectra show two major peaks - one attributed to the ground state, and one about 11 MeV higher in excitation. The peak near 11 MeV excitation energy is believed to be almost entirely composed of a multiplet of three J/sup π/ = 2 + states. Relativistic DWBA calculations imply support for the expectation that higher spin states are preferentially populated in the (π + ,K + ) reaction, compared to the (K - ,π - ) reaction in which lower spin states are excited. 29 refs., 40 figs

  17. 29 CFR 1202.12 - National Air Transport Adjustment Board.

    Science.gov (United States)

    2010-07-01

    ... 29 Labor 4 2010-07-01 2010-07-01 false National Air Transport Adjustment Board. 1202.12 Section... § 1202.12 National Air Transport Adjustment Board. Under section 205, title II, of the Railway Labor Act... four representatives to constitute a Board known as the National Air Transport Adjustment Board. Two...

  18. Learning science in informal environments: people, places and pursuits. A review by the US National Science Council

    OpenAIRE

    Paola Rodari

    2009-01-01

    In January this year, the US saw the publication of the preview of an impressive review work on the practices and the studies concerning learning science outside schools and universities, i.e. what is referred to as informal education.The document, promoted by the National Science Council of scientific academies (National Academy of Science, National Academy of Engineering and Institute of Medicine), is the result of the work by a committee comprising 14 specialists who collected, discussed a...

  19. Democratizing data science through data science training.

    Science.gov (United States)

    Van Horn, John Darrell; Fierro, Lily; Kamdar, Jeana; Gordon, Jonathan; Stewart, Crystal; Bhattrai, Avnish; Abe, Sumiko; Lei, Xiaoxiao; O'Driscoll, Caroline; Sinha, Aakanchha; Jain, Priyambada; Burns, Gully; Lerman, Kristina; Ambite, José Luis

    2018-01-01

    The biomedical sciences have experienced an explosion of data which promises to overwhelm many current practitioners. Without easy access to data science training resources, biomedical researchers may find themselves unable to wrangle their own datasets. In 2014, to address the challenges posed such a data onslaught, the National Institutes of Health (NIH) launched the Big Data to Knowledge (BD2K) initiative. To this end, the BD2K Training Coordinating Center (TCC; bigdatau.org) was funded to facilitate both in-person and online learning, and open up the concepts of data science to the widest possible audience. Here, we describe the activities of the BD2K TCC and its focus on the construction of the Educational Resource Discovery Index (ERuDIte), which identifies, collects, describes, and organizes online data science materials from BD2K awardees, open online courses, and videos from scientific lectures and tutorials. ERuDIte now indexes over 9,500 resources. Given the richness of online training materials and the constant evolution of biomedical data science, computational methods applying information retrieval, natural language processing, and machine learning techniques are required - in effect, using data science to inform training in data science. In so doing, the TCC seeks to democratize novel insights and discoveries brought forth via large-scale data science training.

  20. Y‑12 National Security Complex

    Data.gov (United States)

    Federal Laboratory Consortium — The Y‑12 National Security Complex is a premier manufacturing facility dedicated to making our nation and the world a safer place and plays a vital role in the...

  1. K/sup -/n and K/sup -/p elastic scattering in K/sup -/d collisions from 12 to 22 GeV/c

    CERN Document Server

    Déclais, Y; Bricman, C; Duchon, J; Ferro-Luzzi, M; Louvel, M; Patry, J P; Perreau, J M; Séguinot, Jacques; Ypsilantis, Thomas

    1977-01-01

    The elastic scattering of negative K-mesons on the proton and on the neutron of the deuterium has been measured at six incident momenta equally spaced between 1.2 and 2.2 GeV/c. Differential cross sections over the almost complete angular range have been obtained for K/sup - /p and K/sup -/n. The aim of the experiment was the measurement of the pure isospin I=1 reaction K/sup -/n to K/sup -/n. The results for the reaction on proton are a by-product and provide a verification of the assumptions necessary for the analysis of the neutron reaction.

  2. Absorbing Gas around the WASP-12 Planetary System

    Science.gov (United States)

    Fossati, L.; Ayres, T. R.; Haswell, C. A.; Bohlender, D.; Kochukhov, O.; Flöer, L.

    2013-04-01

    Near-UV observations of the planet host star WASP-12 uncovered the apparent absence of the normally conspicuous core emission of the Mg II h and k resonance lines. This anomaly could be due either to (1) a lack of stellar activity, which would be unprecedented for a solar-like star of the imputed age of WASP-12 or (2) extrinsic absorption, from the intervening interstellar medium (ISM) or from material within the WASP-12 system itself, presumably ablated from the extreme hot Jupiter WASP-12 b. HIRES archival spectra of the Ca II H and K lines of WASP-12 show broad depressions in the line cores, deeper than those of other inactive and similarly distant stars and similar to WASP-12's Mg II h and k line profiles. We took high-resolution ESPaDOnS and FIES spectra of three early-type stars within 20' of WASP-12 and at similar distances, which show the ISM column is insufficient to produce the broad Ca II depression observed in WASP-12. The EBHIS H I column density map supports and strengthens this conclusion. Extrinsic absorption by material local to the WASP-12 system is therefore the most likely cause of the line core anomalies. Gas escaping from the heavily irradiated planet could form a stable and thick circumstellar disk/cloud. The anomalously low stellar activity index (log R^{{\\prime }}_{HK}) of WASP-12 is evidently a direct consequence of the extra core absorption, so similar HK index deficiencies might signal the presence of translucent circumstellar gas around other stars hosting evaporating planets. Based on observations obtained at the Canada-France-Hawaii Telescope (CFHT), which is operated by the National Research Council of Canada, the Institut National des Sciences de l'Univers of the Centre National de la Rechereche Scientifique of France, and the University of Hawaii. Based on observations made with the Nordic Optical Telescope, operated on the island of La Palma jointly by Denmark, Finland, Iceland, Norway, and Sweden, in the Spanish Observatorio del

  3. K-12 Education Nonprofit Employees' Perceptions of Strategies for Recruiting and Retaining Employees

    Science.gov (United States)

    Byrne, Tara Marie

    2013-01-01

    This qualitative study explored the key reasons individuals who work in K-12 education nonprofit organizations enter the field of K-12 nonprofit education and their motivations for doing so. The purpose of this study was to find new strategies for recruiting and retaining K-12 education nonprofit employees by examining the obstacles that exist to…

  4. K P Kaliappan | Speakers | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    , Email: kpk@chem.iitb.ac.in. Krishna P Kaliappan, IIT-Bombay, elected to Fellowship in 2016. Kaliappan is a recipient of Prof. C. N. R. Rao National Prize in Chemical Sciences (2015) and the Swarnajayanti Fellowship (2007). He received his ...

  5. Lon gene and photoprotection in Escherichia coli K-12

    Energy Technology Data Exchange (ETDEWEB)

    Waksman, G.; Thomas, G.; Favre, A. (Institut de Recherche en Biologie Moleculaire, Group de Photobiologie Moleculaire, Paris (France))

    1984-03-01

    Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA/sup +/ cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA/sup +/ lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv/sup +/ cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle).

  6. Fiscal 1982 plans of works in National Institute of Radiological Sciences, Science and Technology Agency

    International Nuclear Information System (INIS)

    1982-01-01

    National Institute of Radiological Sciences, since its establishment in 1957, has engaged in the research and other works on the radiation injuries in human bodies, the medical utilization of radiation and the training and education of personnel in the field. The plans of works in fiscal 1982 in the NIRS are described. As special research works, there are the estimation of the degree of danger due to low level radiation for human bodies, environmental radiation exposure due to nuclear facilities, etc., the medical utilization of particle accelerators, and the biological effects of tritium in nuclear fusion reactor development. Ordinary research works include physics, chemistry, genetics, pharmacy, clinical research, etc. In other areas of activities are radiation risk evaluation, radioactivity investigation, technological aid, personnel education and training, and medical work. (Mori, K.)

  7. Indian Academy of Sciences Indian National Science Academy The ...

    Indian Academy of Sciences (India)

    The three national Science Academies offer several two-month Summer Fellowships to enable students/teachers to work with scientists associated with the three Academies during 2012. A list of those who have consented to guide students/teachers to work on short-term projects is displayed on the online announcement.

  8. Armed To Learn: Aiming At California K 12 School Gun Policy

    Science.gov (United States)

    2016-03-01

    AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY by Catherine Wilson Jones March 2016 Thesis Co-Advisors: Kathleen Kiernan John Rollins...Master’s thesis 4. TITLE AND SUBTITLE ARMED TO LEARN: AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY 5. FUNDING NUMBERS 6. AUTHOR(S) Catherine...gap in viewpoints between gun control advocates who want tighter gun control and constitutionalists who believe as strongly in the Second Amendment

  9. STEM professional volunteers in K-12 competition programs: Educator practices and impact on pedagogy

    Science.gov (United States)

    Zintgraff, Alfred Clifton

    This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.

  10. Development of the Advanced Energy Design Guide for K-12 Schools -- 50% Energy Savings

    Energy Technology Data Exchange (ETDEWEB)

    Bonnema, E.; Leach, M.; Pless, S.; Torcellini, P.

    2013-02-01

    This Technical Support Document (TSD) describes the process and methodology for the development of the Advanced Energy Design Guide for K-12 School Buildings: Achieving 50% Energy Savings Toward a Net Zero Energy Building (AEDG-K12) (ASHRAE et al. 2011a). The AEDG-K12 provides recommendations for achieving 50% whole-building energy savings in K-12 schools over levels achieved by following ANSI/ASHRAE/IESNA Standard 90.1-2004, Energy Standard for Buildings Except Low-Rise Residential Buildings (Standard 90.1-2004) (ASHRAE 2004b). The AEDG-K12 was developed in collaboration with the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE), the American Institute of Architects (AIA), the Illuminating Engineering Society of North America (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE).

  11. Meeting national challenges with science, engineering, and technology

    International Nuclear Information System (INIS)

    1992-03-01

    This report discusses research in the following areas at Lawrence Livermore National Laboratory: national challenges; the Livermore Laboratory; national defense: preserving peace in a rapidly changing world; energy: clean and economic; environment: from the microscopic to the global; health: genetics and biomedicine; economy: bringing laboratory technology to the US market; education: sparking interest in science; and the Livermore Laboratory: a national resource

  12. The Next Generation Science Standards and the Life Sciences

    Science.gov (United States)

    Bybee, Rodger W.

    2013-01-01

    Using the life sciences, this article first reviews essential features of the "NRC Framework for K-12 Science Education" that provided a foundation for the new standards. Second, the article describes the important features of life science standards for elementary, middle, and high school levels. Special attention is paid to the teaching…

  13. Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program delivers climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers.

    Science.gov (United States)

    Ostrom, T.

    2017-12-01

    This presentation will include a series of visuals that discuss how hands-on learning activities and field investigations from the the Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program deliver climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers. The GME program poster presentation will also show how teachers strengthen student preparation for Science, Technology, Engineering, Art and Mathematics (STEAM)-related careers while promoting diversity in the future STEM workforce. In addition to engaging students in scientific inquiry, the GME program poster will show how career exploration and preparation experiences is accomplished through direct connection to scientists and real science practices. The poster will show which hands-on learning activities that are being implemented in more than 30,000 schools worldwide, with over a million students, teachers, and scientists collecting environmental measurements using the GLOBE scientific protocols. This poster will also include how Next Generation Science Standards connect to GME learning progressions by grade strands. The poster will present the first year of results from the implementation of the GME program. Data is currently being agrigated by the east, midwest and westen regional operations.

  14. Project for the Space Science in Moscow State University of Geodesy and Cartography (MIIGAiK)

    Science.gov (United States)

    Semenov, M.; Oberst, J.; Malinnikov, V.; Shingareva, K.; Grechishchev, A.; Karachevtseva, I.; Konopikhin, A.

    2012-04-01

    Introduction: Based on the proposal call of the Government of Russian Federation 40 of international scientists came to Russia for developing and support-ing research capabilities of national educational institutions. Moscow State University of Geodesy and Cartography (MIIGAiK) and invited scientist Prof. Dr. Jurgen Oberst were awarded a grant to establish a capable research facility concerned with Planetary Geodesy, Cartography and Space Exploration. Objectives: The goals of the project are to build laboratory infrastructure, and suitable capability for MIIGAiK to participate in the planning, execution and analyses of data from future Russian planetary mis-sions and also to integrate into the international science community. Other important tasks are to develop an attractive work place and job opportunities for planetary geodesy and cartography students. For this purposes new MIIGAiK Extraterrestrial Laboratory (MExLab) was organized. We involved professors, researchers, PhD students in to the projects of Moon and planets exploration at the new level of Russian Space Science development. Main results: MExLab team prepare data for upcom-ing Russian space missions, such as LUNA-GLOB and LUNA-RESOURSE. We established cooperation with Russian and international partners (IKI, ESA, DLR, and foreign Universities) and actively participated in international conferences and workshops. Future works: For the future science development we investigated the old Soviet Archives and received the access to the telemetry data of the Moon rovers Lunokhod-1 and Lunokhod-2. That data will be used in education purposes and could be the perfect base for the analysis, development and support in new Russian and international missions and especially Moon exploration projects. MExLab is open to cooperate and make the consortiums for science projects for the Moon and planets exploration. Acknowledgement: Works are funded by the Rus-sian Government (Project name: "Geodesy, cartography and the

  15. Using the National Information Infrastructure for social science, education, and informed decision making

    Energy Technology Data Exchange (ETDEWEB)

    Tonn, B.E.

    1994-01-07

    The United States has aggressively embarked on the challenging task of building a National Information Infrastructure (NII). This infrastructure will have many levels, extending from the building block capital stock that composes the telecommunications system to the multitude of higher tier applications hardware and software tied to this system. This ``White Paper`` presents a vision for a second and third tier national information infrastructure that focuses exclusively on the needs of social science, education, and decision making (NII-SSEDM). NII-SSEDM will provide the necessary data, information, and automated decision support and educational tools needed to help this nation solve its most pressing social problems. The proposed system has five components: `data collection systems; databases; statistical analysis and modeling tools; policy analysis and decision support tools; and materials and software specially designed for education. This paper contains: a vision statement for each component; comments on progress made on each component as of the early 1990s; and specific recommendations on how to achieve the goals described in the vision statements. The white paper also discusses how the NII-SSEDM could be used to address four major social concerns: ensuring economic prosperity; health care; reducing crime and violence; and K-12 education. Examples of near-term and mid-term goals (e.g., pre-and post Year 2000) are presented for consideration. Although the development of NII-SSEDM will require a concerted effort by government, the private sector, schools, and numerous other organizations, the success of NH-SSEDM is predicated upon the identification of an institutional ``champion`` to acquire and husband key resources and provide strong leadership and guidance.

  16. [Carcinogenesis and its mechanism of mutant-type[12Asp]K-ras4B gene].

    Science.gov (United States)

    Gui, Li-ming; Wei, Li-hui; Zhang, Ying-mei; Wang, Jian-liu; Wang, Ying; Chen, Ying; Ma, Da-long

    2002-01-01

    Ras gene plays an important role in the extra- and intra-cellular signal transduction pathway. It mediates series cascade reactions, and eventually actives transcriptional factors in nucleus. It is unknown on the mechanism of carcinogenesis of Ras gene in endometrial carcinoma, though K-ras mutant is very common in endometrial atypical hyperplasia and carcinoma. On basis of discovering the mutation in 12th codon of K-ras in endometrial carcinoma cell line, HEC-1A, we explored the carcinogenesis and molecular mechanism of mutant-type [12Asp] K-ras4B gene. (1) Full-length [12Asp]K-ras4B cDNA was amplified with RT-PCR, then inserted into pcDI eukaryotic expressive vector. (2) Morphological change, growth kinetics in vitro and tumorigencity in nude mice in vivo after-before transfection were observed. (3) To test the cell growth kinetics by methyl thiazolium tetrazolium (MTT) and [3H]thymidine incorporation method. (1) The authors have successfully constructed eukaryotic expression plasmid pcDI-[12Asp] K-ras4B; (2) To confirm that [12Asp] K-ras4B mutant can trigger the neoplastic transformation of NIH3T3 cells by test in vitro and in vivo. (3) After pMCV-RasN17 plasmid, a Ras mutant were transfected into pcDI-[12Asp] K-ras4B cells, the growth of this cell were restrained significantly in comparison with control group. (4) These findings indicate the expression of RafS621A resulted in remarkable inhibition in proliferation of pcDI-[12Asp]K-ras4B cell (P ras4B cell growth (P ras4B gene alone is able to cause neoplastic transformation in NIH3T3 cells in vitro and in vivo. (2) [12Asp]K-ras4B-induced NIH3T3 cells neoplastic transformation required Raf signaling pathway.

  17. Listening to their voices: Exploring mathematics-science identity development of African American males in an urban school community

    Science.gov (United States)

    Wilson, Kimi Leemar

    National data continues to show an underrepresentation of African American males pursuing science, technology, engineering and mathematics (STEM) majors, careers and professions in the United States. Whites and Asian Americans are continuously positioned as the face of STEM education and participation. And while research has provided ways to support mathematics and science learning for African American males, there still remains a gap in understanding how their formed mathematics-science identities in K-12 public schooling influences STEM participation. The research undertaken in this study explores this gap, and uses an integrative identity framework to understand mathematics-science identity development which goes beyond personal identity, and explores the relational, collective and material components of identity. Specifically, this research seeks to answer the following research questions: What are the shared lived experiences that exist between a group of African American male students developing a mathematics-science identity, and how these shared lived experiences shape their mathematics-science identity development? Therefore, by analyzing African American males lived experiences employing an integrative identity framework fosters a greater understanding of how mathematics-science identity is formed in K-12 public schools, which impacts STEM education and participation. The high school aged youth featured in this study consist of four African American males, who live in a moderate size city in California. Data for this study consists of observations, phenomenological interviews, and policy document analysis that took place over six months. Data has been analyzed to describe and interpret the young men's mathematics and science experiences, as revealed in their K-12 public school education. This inquiry sought to make meaning of how African American males experience mathematics and science teaching and learning within K-12 public schooling and how these

  18. Physics at the proposed National Underground Science Facility

    International Nuclear Information System (INIS)

    Nieto, M.M.

    1983-01-01

    The scientific, technical, and financial reasons for building a National Underground Science Facility are discussed. After reviewing examples of other underground facilities, we focus on the Los Alamos proposal and the national for its choice of site

  19. Evaluation of a District-Wide Inservice Professional Development Program for Science Teachers: Challenges Faced and Lessons Learned.

    Science.gov (United States)

    Dass, Pradeep Maxwell

    Nation-wide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. The Collier Chautauqua Program (CCP) implemented the Iowa Chautauqua model at the district level in Collier County, Florida. A formative evaluation of the…

  20. Science and Technology of Ceramics

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 4; Issue 12. Science and Technology of Ceramics - Functional Ceramics. Sheela K Ramasesha. Series Article Volume 4 Issue 12 December 1999 pp 21-30. Fulltext. Click here to view fulltext PDF. Permanent link:

  1. K-12 Online Learning and the Training Needs for School Psychology Practitioners

    Science.gov (United States)

    Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn

    2013-01-01

    K-12 online learning is growing at an exponential rate in the United States and around the world. Students and teachers are entering and embracing the K-12 online learning environment. Thus, it becomes imperative for school psychologists to follow. In order to offer the most productive learning environment for all students, the services provided…

  2. Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

    Science.gov (United States)

    Pulham, Emily B.; Graham, Charles R.; Short, Cecil R.

    2018-01-01

    Although research has explored teacher competencies in K-12 blended and online learning, it has not specified which competencies are appropriate to an online or digital medium, which refer to blending in-person with online experiences, or which are generic--applicable in any teaching modality. This article explores selected K-12 online and blended…

  3. The Pedagogy of Science Teachers from Non-Natural Science Backgrounds

    Science.gov (United States)

    Woods, Shaneka

    2017-01-01

    This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The…

  4. Y-12 National Security Complex Water Assessment

    Energy Technology Data Exchange (ETDEWEB)

    Elam, Shana E.; Bassett, P.; McMordie Stoughton, Kate

    2010-11-01

    The Department of Energy's Federal Energy Management Program (FEMP) sponsored a water assessment at the Y 12 National Security Complex (Y 12) located in Oak Ridge, Tennessee. Driven by mandated water reduction goals of Executive Orders 13423 and 13514, the objective of the water assessment is to develop a comprehensive understanding of the current water-consuming applications and equipment at Y 12 and to identify key areas for water efficiency improvements that could be applied not only at Y-12 but at other Federal facilities as well. FEMP selected Pacific Northwest National Laboratory to coordinate and manage the water assessment. PNNL contracted Water Savers, LLC to lead the technical aspects of the water assessment. Water Savers provided key technical expertise in water auditing, metering, and cooling systems. This is the report of that effort, which concluded that the Y-12 facility could realize considerable water savings by implementing the recommended water efficiency opportunities.

  5. Building the biomedical data science workforce.

    Science.gov (United States)

    Dunn, Michelle C; Bourne, Philip E

    2017-07-01

    This article describes efforts at the National Institutes of Health (NIH) from 2013 to 2016 to train a national workforce in biomedical data science. We provide an analysis of the Big Data to Knowledge (BD2K) training program strengths and weaknesses with an eye toward future directions aimed at any funder and potential funding recipient worldwide. The focus is on extramurally funded programs that have a national or international impact rather than the training of NIH staff, which was addressed by the NIH's internal Data Science Workforce Development Center. From its inception, the major goal of BD2K was to narrow the gap between needed and existing biomedical data science skills. As biomedical research increasingly relies on computational, mathematical, and statistical thinking, supporting the training and education of the workforce of tomorrow requires new emphases on analytical skills. From 2013 to 2016, BD2K jump-started training in this area for all levels, from graduate students to senior researchers.

  6. Building the biomedical data science workforce.

    Directory of Open Access Journals (Sweden)

    Michelle C Dunn

    2017-07-01

    Full Text Available This article describes efforts at the National Institutes of Health (NIH from 2013 to 2016 to train a national workforce in biomedical data science. We provide an analysis of the Big Data to Knowledge (BD2K training program strengths and weaknesses with an eye toward future directions aimed at any funder and potential funding recipient worldwide. The focus is on extramurally funded programs that have a national or international impact rather than the training of NIH staff, which was addressed by the NIH's internal Data Science Workforce Development Center. From its inception, the major goal of BD2K was to narrow the gap between needed and existing biomedical data science skills. As biomedical research increasingly relies on computational, mathematical, and statistical thinking, supporting the training and education of the workforce of tomorrow requires new emphases on analytical skills. From 2013 to 2016, BD2K jump-started training in this area for all levels, from graduate students to senior researchers.

  7. K-12 Teachers' Perceptions of School Policy and Fear of School Violence

    Science.gov (United States)

    Ricketts, Melissa L.

    2007-01-01

    Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-12 teachers' fear. Using self-report data from 447 K-12 teachers from a…

  8. Opinions on Computing Education in Korean K-12 System: Higher Education Perspective

    Science.gov (United States)

    Kim, Dae-Kyoo; Jeong, Dongwon; Lu, Lunjin; Debnath, Debatosh; Ming, Hua

    2015-01-01

    The need for computing education in the K-12 curriculum has grown globally. The Republic of Korea is not an exception. In response to the need, the Korean Ministry of Education has announced an outline for software-centric computing education in the K-12 system, which aims at enhancing the current computing education with software emphasis. In…

  9. GABAB receptor phosphorylation regulates KCTD12-induced K+ current desensitization

    DEFF Research Database (Denmark)

    Adelfinger, L; Turecek, R; Ivankova, K

    2014-01-01

    released from the G-protein. Receptor-activated K+ currents desensitize in the sustained presence of agonist to avoid excessive effects on neuronal activity. Desensitization of K+ currents integrates distinct mechanistic underpinnings. GABAB receptor activity reduces protein kinase-A activity, which...... reduces phosphorylation of serine-892 in GABAB2 and promotes receptor degradation. This form of desensitization operates on the time scale of several minutes to hours. A faster form of desensitization is induced by the auxiliary subunit KCTD12, which interferes with channel activation by binding to the G......-protein βγ subunits. Here we show that the two mechanisms of desensitization influence each other. Serine-892 phosphorylation in heterologous cells rearranges KCTD12 at the receptor and slows KCTD12-induced desensitization. Likewise, protein kinase-A activation in hippocampal neurons slows fast...

  10. 78 FR 24241 - Nanoscale Science, Engineering, and Technology Subcommittee; Committee on Technology, National...

    Science.gov (United States)

    2013-04-24

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Nanoscale Science, Engineering, and Technology.... SUMMARY: The National Nanotechnology Coordination Office (NNCO), on behalf of the Nanoscale Science, Engineering, and Technology (NSET) Subcommittee of the Committee on Technology, National Science and...

  11. 77 FR 61448 - Nanoscale Science, Engineering and Technology Subcommittee Committee on Technology, National...

    Science.gov (United States)

    2012-10-09

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Nanoscale Science, Engineering and Technology Subcommittee...: The National Nanotechnology Coordination Office (NNCO), on behalf of the Nanoscale Science, Engineering, and Technology (NSET) Subcommittee of the Committee on Technology, National Science and...

  12. Pre-college Science Experiences; Timing and Causes of Gender Influence Science Interest Levels

    Science.gov (United States)

    Kaplita, E.; Reed, D. E.; McKenzie, D. A.; Jones, R.; May, L. W.

    2015-12-01

    It is known that female students tend to turn away from science during their pre-college years. Experiences during this time are not limited to the classroom, as cultural influences extend beyond K-12 science education and lead to the widely studied reduction in females in STEM fields. This has a large impact on climate science because currently relatively little effort is put into K-12 climate education, yet this is when college attitudes towards science are formed. To help quantify these changes, 400 surveys were collected from 4 different colleges in Oklahoma. Student responses were compared by gender against student experiences (positive and negative), and interest in science. Results of our work show that females tend to have their first positive experience with science at a younger age with friends, family and in the classroom, and have more of an interest in science when they are younger. Males in general like experiencing science more on their own, and surpass the interest levels of females late in high school and during college. While in college, males are more comfortable with science content than females, and males enjoy math and statistics more while those aspects of science were the largest areas of dislike in females. Understanding how to keep students (particularly female) interested in science as they enter their teen years is extremely important in preventing climate misconceptions in the adult population. Potential small changes such as hosting K-12 climate outreach events and including parents, as opposed to just inviting students, could greatly improve student experiences with science and hence, their understanding of climate science. Importantly, a greater focus on female students is warranted.

  13. 76 FR 50235 - National Institute of Environmental Health Sciences; Notice of Meetings

    Science.gov (United States)

    2011-08-12

    ... Environmental Health Sciences; Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee... (DERT), Nat. Inst. of Environmental Health Sciences, National Institutes of Health, 615 Davis Dr... of Extramural Research and Training (DERT), Nat. Inst. of Environmental Health Sciences, National...

  14. Plasma Physics at the National Science Foundation

    Science.gov (United States)

    Lukin, Vyacheslav

    2017-10-01

    The Town Meeting on Plasma Physics at the National Science Foundation will provide an opportunity for Q&A about the variety of NSF programs and solicitations relevant to a broad cross-section of the academic plasma science community, from graduating college seniors to senior leaders in the field, and from plasma astrophysics to basic physics to plasma engineering communities. We will discuss recent NSF-hosted events, research awards, and multi-agency partnerships aimed at enabling the progress of science in plasma science and engineering. Future outlook for plasma physics and broader plasma science support at NSF, with an emphasis on how you can help NSF to help the community, will be speculated upon within the uncertainty of the federal budgeting process.

  15. Fidelity of test development process within a national science grant

    Science.gov (United States)

    Brumfield, Teresa E.

    In 2002, a math-science partnership (MSP) program was initiated by a national science grant. The purpose of the MSP program was to promote the development, implementation, and sustainability of promising partnerships among institutions of higher education, K-12 schools and school systems, as well as other important stakeholders. One of the funded projects included a teacher-scientist collaborative that instituted a professional development system to prepare teachers to use inquiry-based instructional modules. The MSP program mandated evaluations of its funded projects. One of the teacher-scientist collaborative project's outcomes specifically focused on teacher and student science content and process skills. In order to provide annual evidence of progress and to measure the impact of the project's efforts, and because no appropriate science tests were available to measure improvements in content knowledge of participating teachers and their students, the project contracted for the development of science tests. This dissertation focused on the process of test development within an evaluation and examined planned (i.e., expected) and actual (i.e., observed) test development, specifically concentrating on the factors that affected the actual test development process. Planned test development was defined as the process of creating tests according to the well-established test development procedures recommended by the AERA/APA/NCME 1999 Standards for Educational and Psychological Testing. Actual test development was defined as the process of creating tests as it actually took place. Because case study provides an in-depth, longitudinal examination of an event (i.e., case) in a naturalistic setting, it was selected as the appropriate methodology to examine the difference between planned and actual test development. The case (or unit of analysis) was the test development task, a task that was bounded by the context in which it occurred---and over which this researcher had

  16. 77 FR 5282 - National Science and Technology Council

    Science.gov (United States)

    2012-02-02

    ... Public Meeting. SUMMARY: The National Nanotechnology Coordination Office (NNCO), on behalf of the Nanoscale Science, Engineering, and Technology (NSET) Subcommittee of the Committee on Technology, National... Impact of Nanotechnology'' on March 27-28, 2012. This symposium will bring together key policy makers...

  17. The Proceeding on National Seminar in Nuclear Science and Technology

    International Nuclear Information System (INIS)

    Duyeh Setiawan; Rochestri Sofyan; Nurlaila Z; Poppy Intan Tjahaja; Efrizon Umar; Muhayatun; Nanny K Oekar; Sudjatmi K Alfa; Dani Gustaman Syarif; Didi Gayani; Djoko Hadi P; Saeful Hidayat; Ari Darmawan Pasek; Nathanel P Tandian; Toto Hardianto

    2009-11-01

    The proceeding on national seminar in nuclear science and technology by National Atomic energy Agency held in Bandung on June 3, 2009. The topic of the seminar is the increasing the role of nuclear science and technology for the welfare. The proceeding consist of the article from BATAN participant as well as outside. (PPIN)

  18. Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students

    Science.gov (United States)

    Young, Victoria Jewel

    2017-01-01

    Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The…

  19. 76 FR 50234 - National Institute of Environmental Health Sciences Notice of Meetings

    Science.gov (United States)

    2011-08-12

    ... Environmental Health Sciences Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee Act... of Extramural Research and Training (DERT), Nat. Inst. of Environmental Health Sciences, National..., Division of Extramural Research and Training (DERT), Nat. Inst. of Environmental Health Sciences, National...

  20. K Ullas Karanth | Speakers | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Although the practice of such, much-needed conservation science offers exciting opportunities in India, it also faces serious challenges. These challenges can be scientific, technical or logistical, and often, systemic social ones. Using examples from his three decades of ecological research on India's national animal – the ...

  1. Search for B^0 meson decays to \\pi^0 K^0_S K^0_S, \\eta K^0_S K^0_S, and \\eta^{\\prime}K^0_S K^0_S

    Energy Technology Data Exchange (ETDEWEB)

    Aubert, B.

    2009-05-08

    We describe searches for B{sup 0} meson decays to the charmless final states {pi}{sup 0}K{sub S}{sup 0}K{sub S}{sup 0}, {eta}K{sub S}{sup 0}K{sub S}{sup 0}, and {eta}{prime}K{sub S}{sup 0}K{sub S}{sup 0}. The data sample corresponds to 467 x 10{sup 6} B{bar B} pairs produced in e{sup +}e{sup -} annihilation and collected with the BABAR detector at the SLAC National Accelerator Laboratory. We find no significant signals and determine the 90% confidence level upper limits on the branching fractions, in units of 10{sup -7}, {Beta}(B{sup 0} {yields} {pi}{sup 0}K{sub S}{sup 0}K{sub S}{sup 0}) < 12, {Beta}(B{sup 0} {yields} {eta}K{sub S}{sup 0}K{sub S}{sup 0}) < 10, and {Beta}(B{sup 0} {yields} {eta}{prime}K{sub S}{sup 0}K{sub S}{sup 0}) < 20.

  2. Evaluating the Performance of Online K-12 Schools

    Science.gov (United States)

    Carpenter, Dick; Kafer, Krista; Reeser, Kelly; Shafer, Sheryl

    2015-01-01

    This article examines K-12 online student and school performance across an entire state (Colorado) in the United States through two comparisons. First, state assessment scores of students in online schools are compared to those in traditional brick and mortar schools. Second, the accountability scores of online schools are compared to those of…

  3. Designing GIS Learning Materials for K-12 Teachers

    Science.gov (United States)

    Hong, Jung Eun

    2017-01-01

    Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K-12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers' background and experience. To solve this limitation, many organisations have provided GIS-related teacher…

  4. Effects of paraquat on Escherichia coli: Differences between B and K-12 strains

    International Nuclear Information System (INIS)

    Kitzler, J.W.; Minakami, H.; Fridovich, I.

    1990-01-01

    Escherichia coli B and K-12 are equally susceptible to the bacteriostatic effects of aerobic paraquat, but they differed strikingly when the lethality of paraquat was evaluated. E. coli B suffered an apparent loss of viability when briefly exposed to paraquat, whereas E. coli K-12 did not. This difference depended on the ability of the B-strain, but not the K-12 strain, to retain internalized paraquat; the B strain was killed on aerobic tryptic soy-yeast extract plates during the incubation which preceded the counting of colonies. This difference in retention of paraquat between strains was demonstrated by delayed loss of viability, by growth inhibition, and by cyanide-resistant respiration after brief exposure to paraquat, washing, and testing in fresh medium. This difference was also shown by using [ 14 C]paraquat. This previously unrecognized difference between E. coli B and K-12 has been the cause of apparently contradictory reports and should lead to some reevaluation of the pertinent literature

  5. Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study

    Science.gov (United States)

    Valtorta, Clara G.; Berland, Leema K.

    2015-01-01

    Engineering in K-12 classrooms has been receiving expanding emphasis in the United States. The integration of science, mathematics, and engineering is a benefit and goal of K-12 engineering; however, current empirical research on the efficacy of K-12 science, mathematics, and engineering integration is limited. This study adds to this growing…

  6. 76 FR 7225 - National Institute of Environmental Health Sciences; Notice of Meetings

    Science.gov (United States)

    2011-02-09

    ... Environmental Health Sciences; Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee..., National Institute of Environmental Health Sciences, 615 Davis Dr., KEY615/3112, Research Triangle Park, NC..., National Institute of Environmental Health Sciences, 615 Davis Dr., KEY615/3112, Research Triangle Park, NC...

  7. Annual report of National Institute of Radiological Sciences of the fiscal year 1988

    International Nuclear Information System (INIS)

    1990-03-01

    This annual report presents the activities of the National Institute of Radiological Sciences in Japan in the fiscal year 1988. The activities are divided into research, technical aids, training, medical services, management, library or editing, and international cooperation. Research activities are described under the following sections: (I) newly started special researches for 'biological risk evaluation in public exposure' and 'exposure assessment in the environment and the public involved in food chain', and the continuing special research for 'medical use of accelerated heavy ions'; (II) five assigned researches; (III) ordinary researches concerning physics, pharmachochemistry, biology, genetics, pathology and physiology, cell biology, internal exposure, environmental science, clinical research, clinical research for radiation injuries, medical use of heavy particles, environmental radiation ecology, and aquatic radiation ecology; (IV) risk estimation of radiation; (V) actual surveys for Bikini victims, population doses of medical and occupational exposure, and thorotrast exposure; (VI) project research; (VII) radioactivity survey; (VIII) research supported by Science and Technology Agency aids. Appendices include the personnel list and the bibliography of articles reported by the staff. (N.K.)

  8. Annual report of National Institute of Radiological Sciences of the fiscal year 1987

    International Nuclear Information System (INIS)

    1988-12-01

    This annual report presents the activities of the National Institute of Radiological Sciences in Japan in the fiscal year 1987. The activities are divided into research, technical aids, training, medical services, management, library or editing, and international cooperation. Research activities are described under the following sections: (1) 5-year special projects concerning 'stochastic effects of radiation and risk estimation', 'assessment of human exposure to environmental radiation' and 'medical use of accelerated heavy ions'; (2) 6 titles in assigned research; (3) 60 titles in ordinary research covering physics, chemistry, biology, genetics, pathology and physiology, cell biology, internal exposure, environmental science, clinical research, clinical research for radiation injuries, medical use of heavy particles, environmental radiation ecology, and aquatic radiation ecology; (4) risk estimation of radiation; (5) actual surveys for Bikini victims, population doses of medical and occupational exposure, and thorotrast exposure; (6) project research; (7) radioactivity survey; (8) research supported by Science and Technology Agency aids. An outline of technical aids is given in terms of technical services, radiation safety, animal and plant management, and cyclotron management. Appendices give publications, organization, and staff. (N.K.)

  9. Annual report of National Institute of Radiological Sciences of the fiscal year 1989

    International Nuclear Information System (INIS)

    1990-12-01

    This annual report presents the activities of the National Institute of Radiological Sciences in Japan in the fiscal year 1989. The activities are divided into research, technical aids, training, medical services, management, library or editing, and international cooperation. Research activities are described under the following sections: (I) newly started special researches for 'biological risk evaluation in public exposure' and 'exposure assessment in the environment and the public involved in food chain', and the continuing special research for 'medical use of accelerated heavy ions'; (II) six assigned researches; (III) ordinary researches concerning physics, pharmachochemistry, biology, genetics, pathology and physiology, cell biology, internal exposure, environmental science, clinical research, clinical research for radiation injuries, medical use of heavy particles, environmental radiation ecology, and aquatic radiation ecology; (IV) risk estimation of radiation; (V) actual surveys for Bikini victims, population doses of medical and occupational exposure, and thorotrast exposure; (VI) project research; (VII) radioactivity survey; (VIII) research supported by Science and Technology Agency aids. Appendices include the personnel list and the bibliography of articles reported by the staff. (N.K.) 809 refs

  10. Mapping Out-of-School-Time Youth Science Programs: Organizational Patterns and Possibilities

    Science.gov (United States)

    Laursen, S. L.; Archie, T.; Thiry, H.

    2012-12-01

    Out-of-school-time (OST) experiences promise to enrich young (K-12) people's experience of science, technology and engineering. Belief is widespread that OST programs are ideal locations to learn science, and that youth participation may enhance the science workforce and increase access to science for girls and minorities. Yet we know little about the scope or nature of science-focused OST youth programming. Variety poses a challenge for researchers, with OST sites in schools, museums, zoos, science and nature centers, aquariums, planetariums, and community centers; and formats including after-school clubs, camps, workshops, festivals, research apprenticeships, and more. Moreover, there is no single national network through which researchers might reach and recruit nationally representative samples of programs. Thus, to date there has been no systematic study of the broader national landscape of OST STEM programming. Our national study, Mapping Out-of-School-Time Science (MOST-Science), examines a national sample of OST programs focused on science, engineering, and/or technology. Here we describe first findings about the characteristics of these programs and their home organizations, including aspects of program design, structure, funding, staffing, and youth audience. Using an electronic survey, we collected data from 417 programs and classified their host institutions into eight organizational types: aquariums and zoos, museums, non-profits, national youth organizations, K-12 school districts, colleges and universities, government labs, and private sector organizations. We then examine key attributes of the youth programs hosted by these institution and discuss differences based on organizational types, including scientific organizations that are especially well equipped to offer research and field experiences. Programs engaging youth in research and field experiences are offered across all organizational types. Yet they vary notably in the size and demographics

  11. Negotiating Science and Engineering: An Exploratory Case Study of a Reform-Minded Science Teacher

    Science.gov (United States)

    Guzey, S. Selcen; Ring-Whalen, Elizabeth A.

    2018-01-01

    Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the…

  12. Theoretical assessment of the electro-optical features of the group III nitrides (B{sub 12}N{sub 12}, Al{sub 12}N{sub 12} and Ga{sub 12}N{sub 12}) and group IV carbides (C{sub 24}, Si{sub 12}C{sub 12} and Ge{sub 12}C{sub 12}) nanoclusters encapsulated with alkali metals (Li, Na and K)

    Energy Technology Data Exchange (ETDEWEB)

    Tahmasebi, Elham [Chemistry Department, Faculty of Science, Lorestan University, Khorram Abad, Lorestan (Iran, Islamic Republic of); Shakerzadeh, Ehsan, E-mail: e.shakerzadeh@scu.ac.ir [Chemistry Department, Faculty of Science, Shahid Chamran University, Ahvaz (Iran, Islamic Republic of); Biglari, Zeinab [Chemistry Department, Faculty of Science, Lorestan University, Khorram Abad, Lorestan (Iran, Islamic Republic of)

    2016-02-15

    Graphical abstract: - Highlights: • Encapsulation of Li, Na and K narrow the HOMO–LUMO gaps of the clusters. • The group III nitrides nanoclusters strongly interacted with the alkali metals. • First hyperpolarizabilities remarkably enhance for B{sub 12}N{sub 12} encapsulated with Na/K. - Abstract: Density functional theory (DFT) calculations have been carried out to study the influence of alkali metals (Li, Na and K) encapsulation within the group III nitrides (B{sub 12}N{sub 12}, Al{sub 12}N{sub 12} and Ga{sub 12}N{sub 12}) and the group IV carbides (C{sub 24}, Si{sub 12}C{sub 12}and Ge{sub 12}C{sub 12}) nanoclusters. The encapsulation of Li, Na and K atoms is found to narrow the HOMO–LUMO gaps of the considered clusters. The electronic properties of these clusters, especially the group III nitrides nanoclusters, are strongly sensitive to interaction with the alkali metals. Moreover it is observed that the encapsulation of alkali metals enhances the first hyperpolarizabilities of B{sub 12}N{sub 12} nanocluster. Surprisingly, due to the alkali metals encapsulation within B{sub 12}N{sub 12} nanocluster, the first hyperpolarizability values are remarkably increased to 8505.49 and 122,503.76 a.u. for Na@B{sub 12}N{sub 12} and K@B{sub 12}N{sub 12}, respectively. Also the TD-DFT calculations at both CAM-B3LYP/6-311+G(d) and PBE0/6-311+G(d) levels of theory are also performed to investigate the origin of first hyperpolarizabilities.

  13. Designer Librarian: Embedded in K12 Online Learning

    Science.gov (United States)

    Boyer, Brenda

    2015-01-01

    Over the past two decades, shifts in technology have altered the roles of school librarians in a multitude of ways. New rigorous standards, proliferation of devices, and steady growth of online and blended learning for the K12 market now demand librarians engage with learners in online environments. Taking an instructional design approach is the…

  14. Online System Adoption and K-12 Academic Outcomes

    Science.gov (United States)

    Kimmons, R.

    2015-01-01

    This study seeks to understand the relationship between K-12 online system adoption (e.g., Blackboard, Edmodo, WordPress) and school-level academic achievement ratings. Utilizing a novel approach to data collection via website data extraction and indexing of all school websites in a target state in the United States (n?=?732) and merging these…

  15. Florida's Opinion on K-12 Public Education Spending

    Science.gov (United States)

    Forster, Greg

    2006-01-01

    This scientifically representative poll of 1,200 Floridians finds that public opinion about K-12 public education spending is seriously misinformed. Floridians think public schools need more money, but the main reason is that they are badly mistaken about how much money the public schools actually get. Key findings of the study include: (1) Half…

  16. Power cables with extruded insulation and their accessories for rated voltages from 1 kV (Um = 1,2 kV) up to 30 kV (Um = 36 kV) : Part 2: cables for rated voltages from 6 kV (Um = 7,2 kV) up to 30 kV (Um = 36 kV)

    CERN Document Server

    International Electrotechnical Commission. Geneva

    2005-01-01

    Power cables with extruded insulation and their accessories for rated voltages from 1 kV (Um = 1,2 kV) up to 30 kV (Um = 36 kV) : Part 2: cables for rated voltages from 6 kV (Um = 7,2 kV) up to 30 kV (Um = 36 kV)

  17. Boundaries and audiences of national histories of science: insights from the history of science and technology of the Netherlands.

    Science.gov (United States)

    Homburg, Ernst

    2008-01-01

    The present paper traces the evolution of writing national-oriented histories of science and technology of the Netherlands. Several episodes are distinguished. A first wave of national histories of science and technology was written during the first decades of the 19th century. These histories had a wide scope, which included science, technology, the humanities and the arts. A second wave, which lasted from about 1865 to 1900, was strongly connected to the rise of the scientific professions. Its focus was on the sciences perse, and on the Dutch "Golden Age" of the 17th century. A third wave occurred during and shortly after the Second World War. Its focus was mainly on the "Second Golden Age" of Dutch science (1870-1910), and its major audience were young boys that were to be recruited to the sciences. The second part of the paper discusses the growing influence of "contextualization" in both the history of science and the history of technology from about 1975 onwards. As a result, local factors often received more attention in historical studies of science and technology than national influences. In 1985, Klaas van Berkel undertook a bold attempt to write a new synthesis of the history of Dutch science, but his approach was too strongly influenced by the three previous waves of national histories. From 1989 to 2003 two projects on the national history of technology resulted in 13 volumes on Dutch technology between 1800 and 1970. New research was initiated, and the issue of "national styles" in the development of technology received ample attention. In his conclusions the author points to lessons to be learned from economic history and the history of art, and he concludes with a plea for more historiographical discussion in the history of science and technology.

  18. Annual report of National Institute of Radiological Sciences, April 1986 - March 1987

    International Nuclear Information System (INIS)

    1987-07-01

    The Annual Report of April 1986-March 1987 provides the information on up-to-date research activities of the National Institute of Radiological Sciences (NIRS) in Japan. Researches undertaken in the NIRS aim at promoting medical application of radiation and at investigating health effects of radiation and radiation protection especially for the medical purpose. The research scope is therefore widely ranging from physics to genetics and from environmental science to clinical medicine. In addition to basic researches carried out by 14 research divisions, the following longterm projects which were organized by scientists recruited from several divisions are currently in progress: (1) biological effects of tritium; (2) stochastic effects of radiation and risk estimation; (3) assessment of human exposure to environmental radiation; and (4) medical use of accelerated heavy ions. This volume is divided into the following scientific categories for ease of reader's understanding: physics, chemistry, biochemistry and biophysics, cell biology, immunology and hematology, pathology and physiology, genetics, clinical research, and environmental science, covering a total of 97 titles. Activities of each research division and organization of the NIRS are given in Appendices. (N.K.)

  19. Annual report of National Institute of Radiological Sciences, April 1987 - March 1988

    International Nuclear Information System (INIS)

    1988-07-01

    The Annual Report of April 1987-March 1988 provides the information on up-to-date research activities of the National Institute of Radiological Sciences (NIRS) in Japan. Researches undertaken in the NIRS aim at promoting medical application of radiation and at investigating health effects of radiation and radiation protection. The research scope is therefore widely ranging from physics to genetics and from environmental science to clinical medicine. In addition to basic researches carried out by 14 research divisions, the following three longterm projects which were organized by scientists recruited from several divisions are currently in progress: (1) stochastic effects of radiation and risk estimation; (2) assessment of human exposure to environmental radiation; and (3) medical use of accelerated heavy ions. Projects (1) and (2) were finalized in this fiscal year. This volume is divided into the following scientific categories for ease of reader's understanding: physics, chemistry, biochemistry and biophysics, cell biology, immunology and hematology, pathology and physiology, genetics, clinical research, and environmental science, covering a total of 93 titles. Activities of each research division and organization of the NIRS are given in Appendices. (N.K.)

  20. Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

    OpenAIRE

    Bopp, Melissa; Hastmann, Tanis J.; Norton, Alyssa N.

    2013-01-01

    Background. Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators (n = 437) was recruited to partici...

  1. California's K-12 Public Schools. How Are They Doing?

    National Research Council Canada - National Science Library

    Carroll, Stephen J; Krop, Cathy; Arkes, Jeremy; Morrison, Peter A; Flanagan, Ann

    2005-01-01

    ... are no longer performing as well as they did previously or as well as schools in other states. The primary objective of our study was to look closely at California's public system of kindergarten through twelfth grade (K-12...

  2. 2011-12 National Postsecondary Student Aid Study (NPSAS:12): Student Financial Aid Estimates for 2011-12. First Look. NCES 2013-165

    Science.gov (United States)

    Radwin, David; Wine, Jennifer; Siegel, Peter; Bryan, Michael

    2013-01-01

    This brief report presents selected findings about student financial aid during the 2011-12 academic year. These findings are based on data from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12), a nationally representative sample survey of undergraduate and graduate students enrolled any time between July 1, 2011, and June 30, 2012,…

  3. Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

    Science.gov (United States)

    Lan, Yu-Ling

    2012-01-01

    To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in…

  4. The United Nations Basic Space Science Initiative

    Science.gov (United States)

    Haubold, H. J.

    2006-08-01

    Pursuant to recommendations of the United Nations Conference on the Exploration and Peaceful Uses of Outer Space (UNISPACE III) and deliberations of the United Nations Committee on the Peaceful Uses of Outer Space (UNCOPUOS), annual UN/ European Space Agency workshops on basic space science have been held around the world since 1991. These workshops contribute to the development of astrophysics and space science, particularly in developing nations. Following a process of prioritization, the workshops identified the following elements as particularly important for international cooperation in the field: (i) operation of astronomical telescope facilities implementing TRIPOD, (ii) virtual observatories, (iii) astrophysical data systems, (iv) concurrent design capabilities for the development of international space missions, and (v) theoretical astrophysics such as applications of nonextensive statistical mechanics. Beginning in 2005, the workshops focus on preparations for the International Heliophysical Year 2007 (IHY2007). The workshops continue to facilitate the establishment of astronomical telescope facilities as pursued by Japan and the development of low-cost, ground-based, world-wide instrument arrays as lead by the IHY secretariat. Wamsteker, W., Albrecht, R. and Haubold, H.J.: Developing Basic Space Science World-Wide: A Decade of UN/ESA Workshops. Kluwer Academic Publishers, Dordrecht 2004. http://ihy2007.org http://www.unoosa.org/oosa/en/SAP/bss/ihy2007/index.html http://www.cbpf.br/GrupPesq/StatisticalPhys/biblio.htm

  5. Science, environment and technology summit: A long term national science strategy

    Energy Technology Data Exchange (ETDEWEB)

    Trivelpiece, A.W.

    1995-06-01

    This document contains the text of the testimony given by Alvin W. Trivelpiece, Director, Oak Ridge National Laboratory, before the Subcommittee on Basic Research, Committee on Science, US House of Representatives in Oak Ridge, TN on June 1, 1995.

  6. Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities

    Science.gov (United States)

    Cross, Deborah Iyron

    2015-01-01

    Arizona Online Instruction (AOI) provided an instructional alternative to nearly fifty thousand K-12 students in Arizona during the 2012-2013 school year. Growth in online education underscores the importance of evolving the role of the K-12 virtual teacher as the human agent (Turvey, 2008) demonstrating social learning theory (Bandura, 1977) by…

  7. Nebraska Earth Science Education Network: Enhancing the NASA, University, and Pre-College Science Teacher Connection with Electronic Communication

    Science.gov (United States)

    Gosselin, David C.

    1997-01-01

    The primary goals of this project were to: 1. Promote and enhance K-12 earth science education; and enhance the access to and exchange of information through the use of digital networks in K-12 institutions. We have achieved these two goals. Through the efforts of many individuals at the University of Nebraska-Lincoln (UNL), Nebraska Earth Science Education Network (NESEN) has become a viable and beneficial interdisciplinary outreach program for K-12 educators in Nebraska. Over the last three years, the NASA grant has provided personnel and equipment to maintain, expand and develop NESEN into a program that is recognized by its membership as a valuable source of information and expertise in earth systems science. Because NASA funding provided a framework upon which to build, other external sources of funding have become available to support NESEN programs.

  8. The lon gene and photoprotection in Escherichia coli K-12

    International Nuclear Information System (INIS)

    Waksman, G.; Thomas, G.; Favre, A.

    1984-01-01

    Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA + cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA + lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv + cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle). (author)

  9. Awakening a Dialogue: A Critical Race Theory Analysis of U.S. Nature of Science Research from 1967 to 2013

    Science.gov (United States)

    Walls, Leon

    2016-01-01

    As the nation's K-12 classrooms become increasingly more racially, culturally, and linguistically diverse, it is incumbent upon the science community to seize opportunities to attend to the rhetoric of reform, namely to enhance scientific literacy for all students. Using Critical Race Theory (CRT) as a framework, this study examined 112 nature of…

  10. 77 FR 56681 - Nanoscale Science, Engineering, and Technology Subcommittee; Committee on Technology, National...

    Science.gov (United States)

    2012-09-13

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Nanoscale Science, Engineering, and Technology...: Notice of webinar. SUMMARY: The National Nanotechnology Coordination Office (NNCO), on behalf of the Nanoscale Science, Engineering, and Technology (NSET) Subcommittee of the Committee on Technology, National...

  11. Improving the K-12 Online Course Design Review Process: Experts Weigh in on iNACOL National Standards for Quality Online Courses

    Science.gov (United States)

    Adelstein, David; Barbour, Michael K.

    2017-01-01

    Within the K-12 online learning environment there are a variety of standards that designers can utilize when creating online courses. To date, the only research-based standards available are proprietary in manner. As such, many jurisdictions have begun adopting online course design standards from the leading advocacy organization, which that have…

  12. Inclusive γ, π0, K0, and Λ production in 12.4-GeV/c pp interactions

    International Nuclear Information System (INIS)

    Jaeger, K.; Campbell, J.; Charlton, G.; Swanson, D.; Fu, C.; Rubin, H.A.; Glasser, R.G.; Koetke, D.; Whitmore, J.

    1975-01-01

    In an exposure of the Argonne National Laboratory 12-foot hydrogen bubble chamber to a beam of 12.4-GeV/c protons, we have measured the total and differential cross sections for the inclusive reactions p + p → γ + X, π 0 + X, K 0 + X, and Λ + X, as well as estimates for the inclusive eta and Σ 0 cross sections. We present the average number of π 0 , K 0 , and Λ as a function of the associated charge multiplicity. We observe that the average charge multiplicity in pp collisions is the same whether or not a π 0 , K 0 , or Λ is also produced in the interaction. Invariant cross sections are presented as a function of P/subT/ 2 and x, the Feynman scaling variable. The π 0 differential cross sections are consistent with the relation (dsigma/dP)(π 0 ) = 1 / 2 [(dsigma/dP)(π + ) + (dsigma/dP)(π - )]/2 for all pion momenta P. The differential cross section for Λ production indicates a break in the distribution of vertical-bart - t/sub min/vertical-bar = 1.4 (GeV/c) 2 . The polarization of the Λ's is found to be consistent with zero for all values of x

  13. Lannea microcarpa ENGL. ET K. KRAUSE AU NORD DU TOGO

    African Journals Online (AJOL)

    A. AGBOGAN12*, D. BAMMITE2, K. WALA1, R. BELLEFONTAINE3, M. DOURMA1, S. AKPAVI1,. Y. A. WOEGAN1, K. TOZO12, K. AKPAGANA1. 1 Laboratoire de Botanique et Ecologie Végétale, Faculté des Sciences, Université de Lomé. BP 1515 Lomé, Togo. 2 Laboratoire de Physiologie et de Biotechnologie Végétales, ...

  14. Annual report of the National Institute of Radiological Sciences

    Science.gov (United States)

    1992-01-01

    The annual report for the activities of the National Institute of Radiological Sciences in Japan in the fiscal year 1990 is presented. The activities are divided into research, technical aids, training, medical services, management affairs at the Nakaminato Laboratory Branch Office, library or editing, international cooperation, and general affairs. Research activities are described under the following sections: (1) special researches covering biological risk evaluation in public exposure and exposure assessment in the environment and the public involved in food chain, medical use of accelerated heavy ions, and survey for the demonstration of dose-response relationships in low dose irradiation; (2) five assigned researches; (3) ordinary researches concerning physics, pharmacochemistry, biology, genetics, pathology and physiology, cell biology, internal exposure, environmental science, clinical research, clinical research for radiation injuries, medical use of heavy particles, environmental radiation ecology, and aquatic radiation ecology; (4) risk estimation of radiation; (5) survey for radiation response phenomena in fish and in immunity associated with low dose irradiation; (6) actual surveys for Bikini victims, population doses of medical and occupational exposure, and thorotrast exposure; (7) project research; (8) integrated atomic energy-based technological research; (9) radioactivity survey; (10) research supported by Science and Technology Agency aids; (11) International research cooperation; and (12) government-private joint cooperative study. Appendices include the personnel list and the bibliography of articles reported by the staff.

  15. CP violation and ΔI=1/2 enhancement in K decays

    International Nuclear Information System (INIS)

    Choudhury, S.R.; Scadron, M.D.

    1996-01-01

    We study CP-conserving and CP-violating K 0 →ππ and K 0 →ππγ decays, using the same techniques which explain the ΔI=1/2 enhancement of the former to also explore CP violation of the latter transitions. If CP violation is driven by the WWγ vertex, we show that direct CP violation in K L →ππγ is scaled to the s→dγ E1 quark transition and the latter is suppressed by the GIM mechanism (compatible with recent experiments). In the same spirit, the dominant ΔI=1/2 enhancement of CP-conserving kaon weak decays can be scaled to an s→d quark transition which is enhanced by the GIM mechanism. copyright 1996 The American Physical Society

  16. Perspectives on...Special Collections at ARL Libraries and K-12 Outreach: Current Trends

    Science.gov (United States)

    Visser, Michelle

    2006-01-01

    This article examines the results of a survey sent to Association of Research Libraries (ARL) Special Collections requesting information on outreach to K-12 students. Over half of the respondents work with K-12 and many of those who currently do not are planning to. New pressures and changing philosophies contribute to this trend.

  17. K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

    Science.gov (United States)

    Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark

    2017-01-01

    A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…

  18. The influence of excess K2O on the electrical properties of (K,Na)1/2Bi1/2TiO3 ceramics

    Science.gov (United States)

    Li, Linhao; Li, Ming; Sinclair, Derek C.

    2018-04-01

    The solid solution (KxNa0.50-x)Bi0.50TiO3 (KNBT) between Na1/2Bi1/2TiO3 and K1/2Bi1/2TiO3 (KBT) has been extensively researched as a candidate lead-free piezoelectric material because of its relatively high Curie temperature and good piezoelectric properties, especially near the morphotropic phase boundary (MPB) at x ˜ 0.10 (20 mol. % KBT). Here, we show that low levels of excess K2O in the starting compositions, i.e., (Ky+0.03Na0.50-y)Bi0.50TiO3.015 (y-series), can significantly change the conduction mechanism and electrical properties compared to a nominally stoichiometric KNBT series (KxNa0.50-x)Bi0.50TiO3 (x-series). Impedance spectroscopy measurements reveal significantly higher bulk conductivity (σb) values for y ≥ 0.10 samples [activation energy (Ea) ≤ 0.95 eV] compared to the corresponding x-series samples which possess bandgap type electronic conduction (Ea ˜ 1.26-1.85 eV). The largest difference in electrical properties occurs close to the MPB composition (20 mol. % KBT) where y = 0.10 ceramics possess σb (at 300 °C) that is 4 orders of magnitude higher than that of x = 0.10 and the oxide-ion transport number in the former is ˜0.70-0.75 compared to processing. This demonstrates the electrical properties of KNBT to be sensitive to low levels of A-site nonstoichiometry and indicates that excess K2O in KNBT starting compositions to compensate for volatilisation can lead to undesirable high dielectric loss and leakage currents at elevated temperatures.

  19. Matrix metalloproteinase 12 is induced by heterogeneous nuclear ribonucleoprotein K and promotes migration and invasion in nasopharyngeal carcinoma

    International Nuclear Information System (INIS)

    Chung, I-Che; Li, Hsin-Pai; Chang, Yu-Sun; Chen, Lih-Chyang; Chung, An-Ko; Chao, Mei; Huang, Hsin-Yi; Hsueh, Chuen; Tsang, Ngan-Ming; Chang, Kai-Ping; Liang, Ying

    2014-01-01

    Overexpression of heterogeneous nuclear ribonucleoprotein K (hnRNP K), a DNA/RNA binding protein, is associated with metastasis in nasopharyngeal carcinoma (NPC). However, the mechanisms underlying hnRNP K-mediated metastasis is unclear. The aim of the present study was to determine the role of matrix metalloproteinase (MMP) in hnRNP K-mediated metastasis in NPC. We studied hnRNP K-regulated MMPs by analyzing the expression profiles of MMP family genes in NPC tissues and hnRNP K-knockdown NPC cells using Affymetrix microarray analysis and quantitative RT-PCR. The association of hnRNP K and MMP12 expression in 82 clinically proven NPC cases was determined by immunohistochemical analysis. The hnRNP K-mediated MMP12 regulation was determined by zymography and Western blot, as well as by promoter, DNA pull-down and chromatin immunoprecipitation (ChIP) assays. The functional role of MMP12 in cell migration and invasion was demonstrated by MMP12-knockdown and the treatment of MMP12-specific inhibitor, PF-356231. MMP12 was overexpressed in NPC tissues, and this high level of expression was significantly correlated with high-level expression of hnRNP K (P = 0.026). The levels of mRNA, protein and enzyme activity of MMP12 were reduced in hnRNP K-knockdown NPC cells. HnRNP K interacting with the region spanning −42 to −33 bp of the transcription start site triggered transcriptional activation of the MMP12 promoter. Furthermore, inhibiting MMP12 by MMP12 knockdown and MMP12-specific inhibitor, PF-356231, significantly reduced the migration and invasion of NPC cells. Overexpression of MMP12 was significantly correlated with hnRNP K in NPC tissues. HnRNP K can induce MMP12 expression and enzyme activity through activating MMP12 promoter, which promotes cell migration and invasion in NPC cells. In vitro experiments suggest that NPC metastasis with high MMP12 expression may be treated with PF-356231. HnRNP K and MMP12 may be potential therapeutic markers for NPC, but

  20. Diffusing Innovations: Adoption of Serious Educational Games by K-12 Science Teachers

    Science.gov (United States)

    Vallett, David; Annetta, Leonard; Lamb, Richard; Bowling, Brandy

    2014-01-01

    Innovation is a term that has become widely used in education; especially as it pertains to technology infusion. Applying the corporate theory of diffusing innovation to educational practice is an innovation in itself. This mixed-methods study examined 38 teachers in a science educational gaming professional development program that provided…

  1. Neutron inelastic sattering from liquid 3He at 40 mK and at 1.2 K

    International Nuclear Information System (INIS)

    Skoeld, K.; Pelizzari, C.A.

    1978-01-01

    In a previous neutron scattering experiment on 3 He at T = 15 mK the present authors observed two peaks in the scattering function which were identified as the zero sound mode and the spin-fluctuation peak respectively. These results are different from those obtained by others at T = 0.63 K in which case no such structure was observed. In order to determine whether this discrepancy is due to the difference in the temperature of the two experiments, measurements have now been made at T = 40 mK and at T = 1.2 K. These results show that the two-peak structure persists at the higher temperature although measurable broadening is observed in the spin-fluctuation part of the spectrum. (author)

  2. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Laboratory of Materials, Processes, Environment and Quality, Cady Ayyed University, National School of Applied Sciences, 63, 46000 Safi, Morocco; LMPHE (URAC 12), Faculty of Science, Mohammed V-Agdal University, Rabat, Morocco; Institut Néel, CNRS et Université Joseph Fourier, BP 166, F-38042 Grenoble Cedex ...

  3. Virtual Schools: The Changing Landscape of K-12 Education in the U.S.

    Science.gov (United States)

    Toppin, Ian N.; Toppin, Sheila M.

    2016-01-01

    Virtual schools are a growing phenomenon in k-12 education. School systems in almost every state in the United States offer some version of fully online or blended education. It is no longer far-fetched to conclude that if the current trend continues, virtual school enrollments will eclipse those of traditional brick-and-mortar k-12 institutions…

  4. Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

    Science.gov (United States)

    Breslyn, Wayne Gene

    The present study investigated differences in the continuing development of National Board Certified Science Teachers' (NBCSTs) conceptions of inquiry across the disciplines of biology, chemistry, earth science, and physics. The central research question of the study was, "How does a NBCST's science discipline (biology, chemistry, earth science, or physics) influence their conceptions, enactment, and goals for inquiry-based teaching and learning?" A mixed methods approach was used that included an analysis of the National Board portfolio entry, Active Scientific Inquiry, for participants (n=48) achieving certification in the 2007 cohort. The portfolio entry provided detailed documentation of teachers' goals and enactment of an inquiry lesson taught in their classroom. Based on the results from portfolio analysis, participant interviews were conducted with science teachers (n=12) from the 2008 NBCST cohort who represented the science disciplines of biology, chemistry, earth science, and physics. The interviews provided a broader range of contexts to explore teachers' conceptions, enactment, and goals of inquiry. Other factors studied were disciplinary differences in NBCSTs' views of the nature of science, the relation between their science content knowledge and use of inquiry, and changes in their conceptions of inquiry as result of the NB certification process. Findings, based on a situated cognitive framework, suggested that differences exist between biology, chemistry, and earth science teachers' conceptions, enactment, and goals for inquiry. Further, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. Implications for the research community include being aware of disciplinary differences in studies on inquiry and exercising caution in generalizing findings across disciplines. In addition, teachers who teach in more than one discipline can highlight the contextual

  5. Do compulsory secondary science courses change students’ attitude towards studying science?

    DEFF Research Database (Denmark)

    Kristensen, Lærke Elisabeth; Petersen, Morten Rask

    2015-01-01

    recruitment to STEM education has been a compulsory course in the Gymnasium called Natural Science Subject (NSS). This is an interdisciplinary, introductory course with the intention that students shall “ … realize the importance of knowing and understanding natural science thinking” (Authors translation...... science and science careers. In this approach we ended up with the following research question: “Does a compulsory introductory sciences course have an impact on students’ attitude towards studying sciences in secondary school?” In this approach we chose to use parameters as motivation (Deci & Ryan, 2002...... Subject course. The distribution included all levels (K10-K12) and all study lines. Student answers were analyzed using Mann-Whitney U-test using SPSS statistics 22 as analytical tool. Comparisons for this study were made across study lines (natural science vs. human science & social science...

  6. 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

  7. Leadership Analysis in K-12 Case Study: "Divided Loyalties"

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2016-01-01

    This report mainly aims to provide a critical and in-depth analysis of the K-12 Case, "Divided Loyalty" by Holy and Tartar (2004). The case recounts how the manifestation of inadequate leadership skills in a school setting could affect negatively the performance of students.

  8. Information Security Management Practices of K-12 School Districts

    Science.gov (United States)

    Nyachwaya, Samson

    2013-01-01

    The research problem addressed in this quantitative correlational study was the inadequacy of sound information security management (ISM) practices in K-12 school districts, despite their increasing ownership of information assets. Researchers have linked organizational and sociotechnical factors to the implementation of information security…

  9. Proceedings – Mathematical Sciences | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Proceedings – Mathematical Sciences; Volume 113; Issue 2. On the Local ... Let be a local field with finite residue class field k K . We first define (cf. Definition ..... We then discuss the application of Theorem 1.2 on a problem posed by Weil on the construction of a `natural' A G of over C (Problem 1.3).

  10. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Author Affiliations. K L Sahoo1 Rina Sahu1 M Ghosh1 S Chatterjee2. Metal Extraction and Forming Division, National Metallurgical Laboratory, Jamshedpur 831 007, India; Department of Metallurgical and Materials Engineering, Bengal Engineering and Science University, Howrah 711 103, India ...

  11. 15 CFR Appendix A to Subpart K of... - Cordell Bank National Marine Sanctuary Boundary Coordinates

    Science.gov (United States)

    2010-01-01

    ... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Cordell Bank National Marine Sanctuary... OF COMMERCE OCEAN AND COASTAL RESOURCE MANAGEMENT NATIONAL MARINE SANCTUARY PROGRAM REGULATIONS Cordell Bank National Marine Sanctuary Pt. 922, Subpt. K, App. A Appendix A to Subpart K of Part 922...

  12. Incorporating climate change and technology into the science classroom: Lessons from my year as a GK-12 Fellow

    Science.gov (United States)

    Abramoff, R. Z.

    2012-12-01

    Climate change is not included in the K-8 science standards in Massachusetts; as a result, students learn what climate is, but not how human activities affect it. Starting in 2010, Boston University launched the GK-12 GLACIER program, funded with 2.9M from the National Science Foundation. The purpose of the program is to incorporate the fundamentals of climate change into the K-12 curriculum, focusing on grades 5-8 when quantitative science enters the curriculum. Graduate students are partnered with teachers in Boston public schools for 10 hours a week of teaching with additional curriculum development. I will focus on the curriculum that I developed as a part of this program for the 5th grade science class at The Curley School in Jamaica Plain, MA, where I worked with Grades 3-5, ESL, and PACE autism program science teacher, Stephanie Selznick. The Curley School is an ethnically and economically diverse Boston public school with about 800 students and an 83% minority population. At the Curley, I taught two full days a week, meeting with all of the 5th grade classes and some of the 4th grade classes of all academic levels. The lessons that I created were designed to fit into the state standards and enrich student understanding plant ecology and earth science, as well as develop their capacity to design experiments and use technology. These include Question of the Day, Digital Field Guide to the Outdoor Classroom, Phototropism, Solar System Weather Report, Soil and Water, Local Landforms, and the Earth as a Closed System Unit for which materials and lesson plans are available on my website. Our secondary goals were to improve tech literacy at Curley. Due to funding restrictions, there were few technology resources available to the students at the beginning of the 2011/2012 school year. To improve technology resources at Curley, I organized a fundraiser at Boston University, selling donated items from graduate students and faculty; the 1000 raised was used to supply

  13. PUMAS: Practical Uses of Math And Science

    Science.gov (United States)

    Kahn, R. A.

    2009-12-01

    For more than ten years, PUMAS has provided a forum for disseminating peer-reviewed examples of Practical Uses of Math And Science, aimed at helping pre-college teachers enrich their presentation of math and science topics. Contributors include scientists, engineers, and content experts from many disciplines. The innovative ideas in PUMAS examples tend to be treasures, containing the ‘sparks’ of understanding that comes only from having real-life experience with the material. Examples can be essays, anecdotes, problems, demonstrations, or activities, and can be written in any style that serves the material well. They are keyed to the National Standards and Benchmarks, which provide the critical connection to K-12 curriculum guidelines, and the peer-review process involves at least one scientist with a relevant background, and at least one teacher at an appropriate grade level. The PUMAS Web Site has recently been upgraded. It is now a NASA-wide facility, recognized by both the National Science Teachers Association (NSTA) and the National Council of Teachers of Mathematics (NCTM). This presentation will describe and illustrate the operation of PUMAS, will highlight a few of our many treasures, and will appeal to scientists interested in contributing meaningfully to pre-college education to consider submitting examples to PUMAS.

  14. Reciprocal Education Experiences In Two GK-12 Programs: Teachers Learning And Students Teaching In Diverse Settings

    Science.gov (United States)

    Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.

    2004-12-01

    The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the

  15. Demystifying Nature of Science

    Science.gov (United States)

    Lederman, Judith; Bartels, Selina; Lederman, Norman; Gnanakkan, Dionysius

    2014-01-01

    With the emergence of the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013), it is apparent that teaching and learning about nature of science (NOS) continues to be an important goal of science education for all K-12 students. With this emphasis on NOS, early childhood teachers are asking how to design…

  16. Annual report of national institute of radiological science in 1998

    International Nuclear Information System (INIS)

    1999-11-01

    The research activities of National Institute of Radiological Science (NIRS) in 1998 can be divided into 16 categories: (1) general research-heavy ion project research, (2) group research, (3) special research, (4) designed research, (5) ordinary research, (6) safety analysis research, (7) investigation of actual situation, (8) general research for the basic technology of nuclear energy, (9) human brain function research, (10) investigation and research of radioactivity, (11) research for science and technology promotion, (12) international research cooperation, (13) specific joint research, (14) technological evaluation for radioactive liquid waste decontamination test, (15) strategic basis research, (16) general research for emergency medical treatment. The heavy ion project research is divided into 5 categories further; (1) clinical research, (2) medical treatment research, (3) diagnosis research, (4) biological research, (5) physics and engineering research. The detailed subjects of study are described in the report. A great number of research papers are published in Japan and all over the world. Organization, personnel, budget and accounts of the NIRS are also mentioned in the report. (Suetake, M.)

  17. Decolonizing Science and Science Education in a Postcolonial Space (Trinidad, a Developing Caribbean Nation, Illustrates

    Directory of Open Access Journals (Sweden)

    Laila N. Boisselle

    2016-03-01

    Full Text Available The article addresses how remnant or transformed colonialist structures continue to shape science and science education, and how that impact might be mitigated within a postcolonial environment in favor of the development of the particular community being addressed. Though cognizant of, and resistant to, the ongoing colonial impact globally and nationally (and any attempts at subjugation, imperialism, and marginalization, this article is not about anticolonial science. Indeed, it is realized that the postcolonial state of science and science education is not simply defined, and may exist as a mix of the scientific practices of the colonizer and the colonized. The discussion occurs through a generic postcolonial lens and is organized into two main sections. First, the discussion of the postcolonial lens is eased through a consideration of globalization which is held here as the new colonialism. The article then uses this lens to interrogate conceptions of science and science education, and to suggest that the mainstream, standard account of what science is seems to represent a globalized- or arguably a Western, modern, secular-conception of science. This standard account of science can act as a gatekeeper to the indigenous ways of being, knowing, and doing of postcolonial populations. The article goes on to suggest that as a postcolonial response, decolonizing science and science education might be possible through practices that are primarily contextually respectful and responsive. That is, localization is suggested as one possible antidote to the deleterious effects of globalization. Trinidad, a postcolonial developing Caribbean nation, is used as illustration.

  18. 1:12,000 Grid of Louisiana, Geographic NAD83, LGS (2007) [quad12k_losco_2007

    Data.gov (United States)

    Louisiana Geographic Information Center — This "QUAD12K_LOSCO_2007" ploygon shapefile is a reference index to the polygon footprints of Digital Orthographic Quarter Quadrangles (DOQQs) for Louisiana and a...

  19. Learning science in informal environments: people, places and pursuits. A review by the US National Science Council (Italian original version)

    OpenAIRE

    Paola Rodari

    2009-01-01

    In January this year, the US saw the publication of the preview of an impressive review work on the practices and the studies concerning learning science outside schools and universities, i.e. what is referred to as informal education.The document, promoted by the National Science Council of scientific academies (National Academy of Science, National Academy of Engineering and Institute of Medicine), is the result of the work by a committee comprising 14 specialists who collected, discussed a...

  20. 76 FR 38430 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

    Science.gov (United States)

    2011-06-30

    ... collaboration with the International Association for Identification (IAI) 96th International Educational... President on national efforts to improve forensic science and its application in America's justice system... Educational Conference, held at the Frontier Airlines Center, 400 W. Wisconsin Avenue, Milwaukee, Wisconsin...

  1. 78 FR 32672 - National Institute of Environmental Health Sciences (NIEHS); Notice of Meeting

    Science.gov (United States)

    2013-05-31

    ... Environmental Health Sciences (NIEHS); Notice of Meeting Pursuant to the NIH Reform Act of 2006 (42 U.S.C. 281 (d)(4)), notice is hereby given that the National Institute of Environmental Health Sciences (NIEHS... Popovich, National Institute of Environmental Health Sciences, Division of Extramural Research and Training...

  2. Inequality in societies, academic institutions and science journals: Gini and k-indices

    Science.gov (United States)

    Ghosh, Asim; Chattopadhyay, Nachiketa; Chakrabarti, Bikas K.

    2014-09-01

    Social inequality is traditionally measured by the Gini-index (g). The g-index takes values from 0 to 1 where g=0 represents complete equality and g=1 represents complete inequality. Most of the estimates of the income or wealth data indicate the g value to be widely dispersed across the countries of the world: g values typically range from 0.30 to 0.65 at a particular time (year). We estimated similarly the Gini-index for the citations earned by the yearly publications of various academic institutions and the science journals. The ISI web of science data suggests remarkably strong inequality and universality (g=0.70±0.07) across all the universities and institutions of the world, while for the journals we find g=0.65±0.15 for any typical year. We define a new inequality measure, namely the k-index, saying that the cumulative income or citations of (1-k) fraction of people or papers exceed those earned by the fraction (k) of the people or publications respectively. We find, while the k-index value for income ranges from 0.60 to 0.75 for income distributions across the world, it has a value around 0.75±0.05 for different universities and institutions across the world and around 0.77±0.10 for the science journals. Apart from above indices, we also analyze the same institution and journal citation data by measuring Pietra index and median index.

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

    Science.gov (United States)

    Crotty, Ann

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

  4. 78 FR 32259 - National Institute of Environmental Health Sciences; Amended Notice of Meeting

    Science.gov (United States)

    2013-05-29

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute of Environmental Health Sciences; Amended Notice of Meeting Notice is hereby given of a change in the meeting of the National Institute of Environmental Health Sciences Special Emphasis Panel, July 15, 2013, 8:00 a...

  5. NSF Conference Report for FY12

    Data.gov (United States)

    National Science Foundation — OMB Memorandum M-12-12 requires federal agencies to report by January 31st of each year, information on all agency-sponsored conferences from the previous year where...

  6. Zero Energy Schools: Designing for the Future: Zero Energy Ready K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

    Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

    2017-09-29

    Designing, building, and operating zero energy ready K-12 schools provides benefits for districts, students, and teachers. Optimizing energy efficiency is important in any building, but it's particularly important in K-12 schools. Many U.S. school districts struggle for funding, and improving a school building's energy efficiency can free up operational funds that may then be available for educational and other purposes.

  7. Spacemakers: A Leadership Perspective on Curriculum and the Purpose of K-12 Educational Makerspaces

    Science.gov (United States)

    Harron, Jason R.; Hughes, Joan E.

    2018-01-01

    This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K-12 education and how makerspaces support school curriculum. Using interviews with twelve K-12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders…

  8. Teaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines

    Science.gov (United States)

    Orbe, Joymie R.; Espinosa, Allen A.; Datukan, Janir T.

    2018-01-01

    As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach…

  9. The K-12 Educational Technology Value Chain: Apps for Kids, Tools for Teachers and Levers for Reform

    Science.gov (United States)

    Pierce, Glenn L.; Cleary, Paul F.

    2016-01-01

    Historically implementing, maintaining and managing educational technology has been difficult for K-12 educational systems. Consequently, opportunities for significant advances in K-12 education have often gone unrealized. With the maturation of Internet delivered services along with K-12 institutional trends, educational technologies are poised…

  10. FOREWORD: 23rd National Symposium on Plasma Science & Technology (PLASMA-2008)

    Science.gov (United States)

    Das, A. K.

    2010-01-01

    efforts on Tokamak technology and physics of magnetized fusion plasmas. Our industries have already adopted a large number of plasma processes related to manufacturing, lighting and surface engineering. Indian universities and National Institutes have successfully taken up research projects and building of demonstration equipment that are being used in strategic as well as other industrial applications. In addition, and more importantly, plasma science has triggered research and development effort in many related areas like power supplies, specialized instrumentation and controls, magnets, diagnostics and monitoring, lasers, electron beams, vacuum systems, thermal engineering, material science, fluid dynamics, molecular and nano engineering, molecular chemistry etc. In short, plasma science and technology in India has reached a stage of maturity that can be harnessed for industrial and societal use. The expertise and core competence developed over the years need to be sustained through interactions among researchers as well as nurturing of new research efforts. The Annual Plasma Symposiums have eminently worked towards achievement of that purpose. Like all years, Plasma - 2008 is built around the entire national effort in this field with a special focus on 'Plasmas in Nuclear Fuel Cycle (PANFC)'. The program includes several plenary lectures, invited talks and contributed papers. The manuscripts have been peer reviewed and compiled in the form of Conference Proceedings. I am sure that the online proceedings will be useful and serve as a valuable reference material for active researchers in this field. I would like to take this opportunity to gratefully acknowledge the help and guidance of the National Advisory Committee Chaired by Professor P K Kaw, Director, Institute of Plasma Research, Gandhinagar during the organization of this symposium. My sincere thanks to Dr S Banerjee, Director, Bhabha Atomic Research Center, an acknowledged expert in the field of Materials

  11. National Center for Mathematics and Science - publications

    Science.gov (United States)

    : Designing Statistics Instruction for Middle School Students Summer 2003: Algebraic Skills and Strategies for newsletter cover The National Center for Research in Mathematical Sciences Education (NCRMSE) (1987-1995 -Level Reform Fall 1993: Assessment Models Winter 1994: Reforming Geometry Spring 1994: Statistics and

  12. Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

    Science.gov (United States)

    Ford, D. J.

    2013-12-01

    With the release of the Next Generation Science Standards (NRC, 2013), climate change and related environmental sciences will now receive greater emphasis within science curricula at all grade levels. In grades K-8, preparation in foundational content (e.g., weather and climate, natural resources, and human impacts on the environment) and the nature of scientific inquiry will set the groundwork for later learning of climate change in upper middle and high school. These rigorous standards increase pressure on elementary and middle school teachers to possess strong science content knowledge, as well as experience supporting children to develop scientific ideas through the practices of science. It also requires a set of beliefs - about children and the science that is appropriate for them - that is compatible with the goals set out in the standards. Elementary teachers in particular, who often have minimal preparation in the earth sciences (NSF, 2007), and entrenched beliefs about how particular topics ought to be taught (Holt- Reynolds, 1992; Pajares, 1992), including climate change (Bryce & Day, 2013; Lambert & Bleicher, 2013), may face unique challenges in adjusting to the new standards. If teachers hold beliefs about climate change as controversial, for example, they may not consider it an appropriate topic for children, despite its inclusion in the standards. On the other hand, those who see a role for children in efforts to mitigate human impacts on the environment may be more enthusiastic about the new standards. We report on a survey of preservice K-8 teachers' beliefs about the earth and environmental science topics that they consider to be appropriate and inappropriate for children in grades K-3, 4-5, and 6-8. Participants were surveyed on a variety of standards-based topics using terminology that signals publicly and scientifically neutral (e.g. weather, ecosystems) to overtly controversial (evolution, global warming) science. Results from pilot data

  13. CEEFAR and the Role of Scientific Societies in K-16 Science Education.

    Science.gov (United States)

    Cardwell, Vernon B.

    1996-01-01

    Provides discussion of the lack of environment, food, agriculture, and renewable resources (EFAR) in national science education standards. Describes the concerns of both the science and education communities in terms of the goals of the Coalition for Education about Environment, Food, Agriculture and Renewable Resources (CEEFAR). (DDR)

  14. 76 FR 9054 - National Science Board; Sunshine Act Meetings; Impromptu Notice of Change (Addition of Agenda Item)

    Science.gov (United States)

    2011-02-16

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Impromptu Notice of Change (Addition of Agenda Item) The National Science Board's (NSB) Audit & Oversight (A&O) Committee..., National Science Foundation, 4201 Wilson Blvd., Arlington, VA 22230. Telephone: (703) 292-7000. Daniel A...

  15. Negligence Liability of K-12 Chemistry Teachers: The Need for Legal Balance and Responsible Action

    Science.gov (United States)

    Zirkel, Perry A.; Barnes, Marianne B.

    2011-01-01

    The science education community promotes inquiry teaching and learning enhanced by the school laboratory experience, and this emphasis is reflected in state and national science education standards. However, science teachers, especially those in chemistry settings, have been known to avoid laboratory activities because of fear of legal liability…

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. P K Srivastava. Articles written in Resonance – Journal of Science Education. Volume 12 Issue 8 August 2007 pp 85-96 Reflections. Remembering Newton · P K Srivastava · More Details Fulltext PDF ...

  17. Annual report of national institute of radiological sciences

    International Nuclear Information System (INIS)

    1993-07-01

    This annual report is a compilation of the research activities and achievement in the National Institute of Radiological Sciences (NIRS) in Japan during the fiscal year 1992 (from April 1992 through March 1993). Construction of the Heavy Ion Medical Accelerator in Chiba (HIMAC) has reached semi-final stage. The research covers a wide range of radiological sciences from molecular biology to environmental studies and medicine including engineering for heavy ion therapy of cancer. Topics consists of physics, chemistry, biomedical science, clinical research, and environmental sciences, covering a total of 84 titles. A list of publications by staff members, activities of research divisions, and organization chart of the NIRS are given in Appendix. (J.P.N.) 78 refs

  18. Tablets in K-12 Education: Integrated Experiences and Implications

    Science.gov (United States)

    An, Heejung, Ed.; Alon, Sandra, Ed.; Fuentes, David, Ed.

    2015-01-01

    The inclusion of new and emerging technologies in the education sector has been a topic of interest to researchers, educators, and software developers alike in recent years. Utilizing the proper tools in a classroom setting is a critical factor in student success. "Tablets in K-12 Education: Integrated Experiences and Implications"…

  19. Disorder effects in Mn(12)-acetate at 83 K.

    Science.gov (United States)

    Cornia, Andrea; Fabretti, Antonio Costantino; Sessoli, Roberta; Sorace, Lorenzo; Gatteschi, Dante; Barra, Anne-Laure; Daiguebonne, Carole; Roisnel, Thierry

    2002-07-01

    The structure of hexadeca-mu-acetato-tetraaquadodeca-mu(3)-oxo-dodecamanganese bis(acetic acid) tetrahydrate, [Mn(12)O(12)(CH(3)COO)(16)(H(2)O)(4)] x 2CH(3)COOH x 4H(2)O, known as Mn(12)-acetate, has been determined at 83 (2) K by X-ray diffraction methods. The fourfold (S(4)) molecular symmetry is disrupted by a strong hydrogen-bonding interaction with the disordered acetic acid molecule of solvation, which displaces one of the acetate ligands in the cluster. Up to six Mn(12) isomers are potentially present in the crystal lattice, which differ in the number and arrangement of hydrogen-bonded acetic acid molecules. These results considerably improve the structural information available on this molecular nanomagnet, which was first synthesized and characterized by Lis [Acta Cryst. (1980), B36, 2042-2046].

  20. 78 FR 20666 - Food and Drug Administration/National Institutes of Health/National Science Foundation Public...

    Science.gov (United States)

    2013-04-05

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES Food and Drug Administration [Docket No. FDA-2013-N-0345] Food and Drug Administration/National Institutes of Health/ National Science Foundation Public Workshop... public workshop; request for comments. SUMMARY: The Food and Drug Administration (FDA) is announcing its...

  1. That's How We Roll: The NASA K2 Mission Science Products and Their Performance Metrics

    Science.gov (United States)

    Van Cleve, Jeffrey E.; Howell, Steve B.; Smith, Jeffrey C.; Clarke, Bruce D.; Thompson, Susan E.; Bryson, Stephen T.; Lund, Mikkel N.; Handberg, Rasmus; Chaplin, William J.

    2016-07-01

    NASA's exoplanet Discovery mission Kepler was reconstituted as the K2 mission a year after the failure of the second of Kepler's four reaction wheels in 2013 May. Fine control of the spacecraft pointing is now accomplished through the use of the two remaining well-functioning reaction wheels and balancing the pressure of sunlight on the solar panels, which constrains K2 observations to fields in the ecliptic for up to approximately 80 days each. This pseudo-stable mechanism gives typical roll motion in the focal plane of 1.0 pixels peak-to-peak over 6 hr at the edges of the field, two orders of magnitude greater than typical 6 hr pointing errors in the Kepler primary mission. Despite these roll errors, the joint performance of the flight system and its modified science data processing pipeline restores much of the photometric precision of the primary mission while viewing a wide variety of targets, thus turning adversity into diversity. We define K2 performance metrics for data compression and pixel budget available in each campaign; the photometric noise on exoplanet transit and stellar activity timescales; residual correlations in corrected long-cadence light curves; and the protection of test sinusoidal signals from overfitting in the systematic error removal process. We find that data compression and noise both increase linearly with radial distance from the center of the field of view, with the data compression proportional to star count as well. At the center, where roll motion is nearly negligible, the limiting 6 hr photometric precision for a quiet 12th magnitude star can be as low as 30 ppm, only 25% higher than that of Kepler. This noise performance is achieved without sacrificing signal fidelity; test sinusoids injected into the data are attenuated by less than 10% for signals with periods upto 15 days, so that a wide range of stellar rotation and variability signatures are preserved by the K2 pipeline. At timescales relevant to asteroseismology, light

  2. PREFACE: National Seminar on Current Trends in Materials Science (CTMS-2011)

    Science.gov (United States)

    Jayakrishnan, R.; Vijayakumar, K. P.; Unnikrishnan, N. V.

    2013-05-01

    : Materials Science and Engineering. This initiative is in pursuit of the vision of the department to establish itself as a part of the global scientific community. The department is striving to establish itself as a centre of excellence in teaching and research. We sincerely hope that the papers published in this journal will contribute to the advancement of knowledge in the respective fields. We present this volume of papers to the scientific community for their valuable feedback by way of suggestions and collaborative research. Acknowledgment The Department of Physics, Christian College Chengannur acknowledges the efforts of Dr Jacob George who was inspirational in organizing this seminar. His vision and perseverance made it possible for us to organize this event. The seminar was graciously funded by University Grants Commission (UGC), New Delhi, India and Kerala State Council for Science Technology and Environment (KSCSTE), Thiruvananthapuram, Kerala, India. The department wishes to thank both organizations for their support for the event. The management of the college provided great assistance by providing all the infrastructural help required for the event. The department is weighed in gratitude for this gesture and encouragement. Ammini Solar Pvt. Ltd, and Hind High Vacuum Pvt. Ltd, sponsored the best paper award and best poster award respectively. We thank them for this token of their support for the event. The event will be remembered for the participants who arrived from various parts India and the students who made it memorable. The Department acknowledges the efforts of the 2010-2012 and 2009-2011post graduate students who ran the show behind the scenes. National Advisory Board Professor (Dr) K L Chopra (Padamshree) (Former Director, Indian Institute of Technology, Kharagpur) Professor A K Barua (Padamshree) Project Director, MNES/DST project on a-Si Solar cell Professor C Vijayan IIT, Madras Dr M K Jayaraj, Cochin University of Science and technology Dr P Kurian

  3. Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

    Science.gov (United States)

    Daum, David N.; Woods, Amelia M.

    2015-01-01

    K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

  4. Parks, Place and Pedagogy - Education Partnerships with the National Park Service

    Science.gov (United States)

    Vye, E. C.; Rose, W. I.; Nash, B.; Klawiter, M.; Huntoon, J. E.; Engelmann, C. A.; Gochis, E. E.; MiTEP

    2011-12-01

    The Michigan Teaching Excellence Program (MITEP) is a multi-year program of teacher leadership development that empowers science teachers in Grand Rapids, Kalamazoo, and Jackson to lead their schools and districts through the process of improving science teaching and learning. A component of this program is facilitated through partnership between academia, K-12 educators, and the National Park Service (NPS) that aims to develop place-based education strategies that improve diversity and Earth Science literacy. This tangible education method draws upon both the sense of place that National Parks offer and the art of interpretation employed by the park service. Combined, these deepen cognitive process and provide a more diverse reflection of what place means and the processes behind shaping what we see. Our partnerships present participants the opportunity to intern in a Midwest national park for 3-8 weeks during their third year in the program. In summer 2011, eleven teachers from the Grand Rapids school district participated in this innovative way of learning and teaching Earth Science. One goal was to develop geological interpretive materials desired and needed for the parks. Secondly, and important to place-based educational methodologies, these deliverables will be used as a way of bringing the parks to urban classrooms. Participants lived in the parks and worked directly with both national park and Michigan Tech staff to create lesson plans, podcasts, media clips, video, and photographic documentation of their experiences. These lesson plans will be hosted in the Views of the National Park website in an effort to provide innovative teaching resources nationally for teachers or free-choice learners wishing to access information on Midwest national parks. To the benefit of park staff, working with teachers from urban areas offered an opportunity for park staff to access diverse learners in urban settings unable to visit the park. The foundation has been laid for

  5. Implementing the Next Generation Science Standards: Impacts on Geoscience Education

    Science.gov (United States)

    Wysession, M. E.

    2014-12-01

    This is a critical time for the geoscience community. The Next Generation Science Standards (NGSS) have been released and are now being adopted by states (a dozen states and Washington, DC, at the time of writing this), with dramatic implications for national K-12 science education. Curriculum developers and textbook companies are working hard to construct educational materials that match the new standards, which emphasize a hands-on practice-based approach that focuses on working directly with primary data and other forms of evidence. While the set of 8 science and engineering practices of the NGSS lend themselves well to the observation-oriented approach of much of the geosciences, there is currently not a sufficient number of geoscience educational modules and activities geared toward the K-12 levels, and geoscience research organizations need to be mobilizing their education & outreach programs to meet this need. It is a rare opportunity that will not come again in this generation. There are other significant issues surrounding the implementation of the NGSS. The NGSS involves a year of Earth and space science at the high school level, but there does not exist a sufficient workforce is geoscience teachers to meet this need. The form and content of the geoscience standards are also very different from past standards, moving away from a memorization and categorization approach and toward a complex Earth Systems Science approach. Combined with the shift toward practice-based teaching, this means that significant professional development will therefore be required for the existing K-12 geoscience education workforce. How the NGSS are to be assessed is another significant question, with an NRC report providing some guidance but leaving many questions unanswered. There is also an uneasy relationship between the NGSS and the Common Core of math and English, and the recent push-back against the Common Core in many states may impact the implementation of the NGSS.

  6. 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

  7. National Information Infrastructure Education Forum: A summary report

    Energy Technology Data Exchange (ETDEWEB)

    Tonn, B.E.; Oliver, C.E.

    1994-05-01

    The National Information Infrastructure (NII) Education Forum was held on October 6-8, 1993, in Arlington, Virginia. The Forum was sponsored by the Office of Scientific Computing, U.S. Department of Energy (DOE). Its purpose was to discuss technology for K-12 education and what role DOE and its national laboratories could play in developing, disseminating, and using technology for K-12. The Forum brought together over 120 people from across the nation. Participants represented six groups: national laboratories; education research institutions; K-12 teachers and administrators; industry; federal agencies; and other institutions. The Forum consisted of a series of structured presentations from each of these six groups; technology demonstrations; and open, small group discussions. The presentations covered the following: important K-12 education and computing issues, national laboratory capabilities, other federal sector initiatives, and industry perspectives. The demonstration room had over 20 computers networked to the Internet. Workshop participants were shown (1) how to use the Internet to access resources anywhere in the world, (2) state-of-the-art network video teleconferencing technology, (3) multi-media technology, and (4) various other educational software systems.

  8. Mr. B. Paton, President of the National Academy of Sciences, Ukraine

    CERN Multimedia

    Patrice Loïez

    2002-01-01

    Photo 05: The Ambassador of Ukraine to Switzerland, H.E. Dr Yevhen Bersheda speaking on the occasion of the visit of the President of the National Academy of Sciences, Ukraine. Seated, clockwise from bottom left, Michel della Negra, Spokesman CMS; Roger Cashmore, Research Director; Academician Anatoli Shpak, Vice-President, National Academy of Sciences; John Ellis, Adviser for Non-Memebr State Relations; Viatcheslav Borschchov, CERN/SRTIIE; Teyana Levchuk, Interpreter; Dmytro Akimov, Director-General, Golden Fortune Foundation; Gennady Zinovjev, CERN/Ukraine Coordinator; Nicolas Koulberg, Coordinator for Russia and Eastern countries; J rgen Schukraft, Spokesman ALICE. Photo 21 : Dr Boris Paton, President of the National Academy of Sciences, Ukraine (left) and Prof. Roger Cashmore, Research Director for Collider Programmes frame the statue of the Goddess of Fortune which was given to CERN by the President.

  9. OceanGLOBE: an Outdoor Research and Environmental Education Program for K-12 Students

    Science.gov (United States)

    Perry, R. B.; Hamner, W. M.

    2006-12-01

    OceanGLOBE is an outdoor environmental research and education program for upper elementary, middle and high school students, supplemented by online instructional materials that are available without charge to any educator. OceanGLOBE was piloted in 1995 with support from a National Science Foundation Teacher Enhancement project, "Leadership in Marine Science" (award no.ESI-9454413 to UCLA). Continuing support by a second NSF Teacher Enhancement project (award no. ESI-9819424 to UCLA) and by COSEE-West (NSF awards OCE-215506 to UCLA and OCE-0215497 to USC) has enabled OceanGLOBE to expand to a growing number of schools and to provide an increasingly robust collection of marine science instructional materials on its website, http://www.msc.ucla.edu/oceanglobe/ OceanGLOBE provides a mechanism for students to conduct inquiry-based, hands-on marine science research, providing experiences that anchor the national and state science content standards learned in the classroom. Students regularly collect environmental and biological data from a beach site over an extended period of time. In the classroom they organize, graph and analyze their data, which can lead to a variety of student-created science products. Beach research is supported by instructional marine science materials on the OceanGLOBE website. These online materials also can be used in the classroom independent of the field component. Annotated PowerPoint slide shows explain research protocols and provide marine science content. Field guides and photographs of marine organisms (with emphasis on the Southern California Bight) and a growing collection of classroom investigations (applicable to any ocean location) support the science content presented in the beach research program and slide shows. In summary, OceanGLOBE is a comprehensive learning package grounded in hands-on, outdoor marine science research project in which students are the principal investigators. By doing scientific work repetitively over an

  10. Earth Science Data and Applications for K-16 Education from the NASA Langley Atmospheric Science Data Center

    Science.gov (United States)

    Phelps, C. S.; Chambers, L. H.; Alston, E. J.; Moore, S. W.; Oots, P. C.

    2005-05-01

    NASA's Science Mission Directorate aims to stimulate public interest in Earth system science and to encourage young scholars to consider careers in science, technology, engineering and mathematics. NASA's Atmospheric Science Data Center (ASDC) at Langley Research Center houses over 700 data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry that are being produced to increase academic understanding of the natural and anthropogenic perturbations that influence global climate change. However, barriers still exist in the use of these actual satellite observations by educators in the classroom to supplement the educational process. Thus, NASA is sponsoring the "Mentoring and inquirY using NASA Data on Atmospheric and earth science for Teachers and Amateurs" (MY NASA DATA) project to systematically support educational activities by reducing the ASDC data holdings to `microsets' that can be easily accessible and explored by the K-16 educators and students. The microsets are available via Web site (http://mynasadata.larc.nasa.gov) with associated lesson plans, computer tools, data information pages, and a science glossary. A MY NASA DATA Live Access Server (LAS) has been populated with ASDC data such that users can create custom microsets online for desired time series, parameters and geographical regions. The LAS interface is suitable for novice to advanced users, teachers or students. The microsets may be visual representations of data or text output for spreadsheet analysis. Currently, over 148 parameters from the Clouds and the Earth's Radiant Energy System (CERES), Multi-angle Imaging SpectroRadiometer (MISR), Surface Radiation Budget (SRB), Tropospheric Ozone Residual (TOR) and the International Satellite Cloud Climatology Project (ISCCP) are available and provide important information on clouds, fluxes and cycles in the Earth system. Additionally, a MY NASA DATA OPeNDAP server has been established to facilitate file transfer of

  11. K-12 Marketplace Sees Major Flow of Venture Capital

    Science.gov (United States)

    Ash, Katie

    2012-01-01

    The flow of venture capital into the K-12 education market has exploded over the past year, reaching its highest transaction values in a decade in 2011, industry observers say. They attribute that rise to such factors as a heightened interest in educational technology; the decreasing cost of electronic devices such as tablet computers, laptops,…

  12. An analysis of national collaboration with Spanish researchers abroad in the health sciences.

    Science.gov (United States)

    Aceituno-Aceituno, Pedro; Romero-Martínez, Sonia Janeth; Victor-Ponce, Patricia; García-Núñez, José

    2015-11-07

    The establishment of scientific collaborations with researchers abroad can be considered a good practice to make appropriate use of their knowledge and to increase the possibilities of them returning to their country. This paper analyses the collaboration between Spanish researchers abroad devoted to health sciences and national science institutions. We used the Fontes' approach to perform a study on this collaboration with Spanish researchers abroad. We measured the level of national and international cooperation, the opportunity provided by the host country to collaborate, the promotion of collaboration by national science institutions, and the types of collaboration. A total of 88 biomedical researchers out of the 268 Spanish scientists who filled up the survey participated in the study. Different data analyses were performed to study the variables selected to measure the scientific collaboration and profile of Spanish researchers abroad. There is a high level of cooperation between Spanish health science researchers abroad and international institutions, which contrasts with the small-scale collaboration with national institutions. Host countries facilitate this collaboration with national and international scientific institutions to a larger extent than the level of collaboration promotion carried out by Spanish institutions. The national collaboration with Spanish researchers abroad in the health sciences is limited. Thus, the practice of making appropriate use of the potential of their expertise should be promoted and the opportunities for Spanish health science researchers to return home should be improved.

  13. White paper on science and technology, 1999. New development in science and technology policy: responding to national and societal needs

    International Nuclear Information System (INIS)

    1999-01-01

    This white paper presents various considerations on present important issues on Japanese science and technology by focusing on what is demanded of Japan's science and technology policy in responding to these national and social needs. This papers concern policy measures intended to promote science and technology, and has been submitted to the hundred forty-second session of the Diet, pursuant to Article 8 of the Science and Technology Basic Law (Law No. 130), enacted in 1995. Part 1 and Part 2 of this report discuss the trends in a wide range of scientific and technical activities to help understanding the policy measures implemented to promote science and technology, which are then discussed in Part 3. The title of Part 1 is new development in science and technology policy: responding to national and societal needs. In this part, what sort of efforts is needed in the world of today, where science and technology are engines for social and economic revolution was examined in order for science and technology to better meet national and societal needs. In Part 2, current status of science and technology in Japan and other nations in the areas pertaining to science and technology were examined using various data as to the scientific and technical activities in Japan. This information will then be used for a more in-depth analysis of the trends in Japan's research activities. Part 3 provides a summary of the Science and Technology Basic Plan that was determined in July 1996 based on the Science and Technology Basic Law. It continues with a discussion of the policies that were implemented in FY1998 for the promotion of science and technology, in line with this basic plan. (M.N.)

  14. Journal of Chemical Sciences | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Catalytic application of two novel sandwich-type polyoxometalates in synthesis of 14-substituted-14-dibenzo[, ]xanthenes ... Two sandwich-type polyoxometalates K12[As2W18Cu3O68]·30H2O and ... Journal of Chemical Sciences | News.

  15. The Engaged Microbiologist: Bringing the Microbiological Sciences to the K–12 Community

    Directory of Open Access Journals (Sweden)

    David J. Westenberg

    2015-12-01

    Full Text Available Exposing K–12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS, “engaging in practices that scientists and engineers actually use.” This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM can play a critical role. ASM encourages its members to engage with the K–12 community by providing networking opportunities and resources for ASM members and K–12 teachers to work together to bring microbiology into the classroom.

  16. CCQM-K11.2 determination of glucose in human serum and CCQM-K12.2 determination of creatinine in human serum

    Science.gov (United States)

    Wise, Stephen A.; Phinney, Karen W.; Duewer, David L.; Sniegoski, Lorna T.; Welch, Michael J.; Pritchett, Jeanita; Pabello, Guiomar; Avila Calderon, Marco A.; Balderas, Miryan; Qinde, Liu; Kooi, Lee Tong; Rego, Eliane; Garrido, Bruno; Allegri, Gabriella; de La Cruz, Marcia; Barrabin, Juliana; Monteiro, Tânia; Lee, Hwashim; Kim, Byungjoo; Delatour, Vincent; Peignaux, Maryline; Kawaguchi, Migaku; Bei, Xu; Can, Quan; Nammoonnoy, Jintana; Schild, Katrin; Ohlendorf, Rüdiger; Henrion, Andre; Ceyhan Gören, Ahmet; Yılmaz, Hasibe; Bilsel, Mine; Konopelko, L.; Krylov, A.; Lopushanskaya, E.

    2018-01-01

    Glucose and creatinine are two of the most frequently measured substances in human blood/serum for assessing the health status of individuals. Because of their clinical significance, CCQM-K11 glucose in human serum and CCQM-K12 creatinine in human serum were the fourth and fifth key comparisons (KCs) performed by the Organic Analysis Working Group (OAWG). These KCs were conducted in parallel and were completed in 2001. The initial subsequent KCs for glucose, CCQM-K11.1, and creatinine, CCQM-K12.1, were completed in 2005. Measurements for the next KCs for these two measurands, CCQM-K11.2 and CCQM-K12.2, were completed in 2013. While designed as subsequent KCs, systematic discordances between the participants' and the anchor institution's results in both comparisons lead the OAWG to request reference results from two experienced laboratories that had participated in the 2001 comparisons. Based on the totality of the available information, the OAWG converted both CCQM-K11.2 and CCQM-K12.2 to 'Track C' KCs where the key comparison reference value is estimated by consensus. These comparisons highlighted that carrying out comparisons for complex chemical measurements and expecting to be able to treat them under the approaches used for formal CIPM subsequent comparisons is not an appropriate strategy. The approach used here is a compromise to gain the best value from the comparison; it is not an approach that will be used in the future. Instead, the OAWG will focus on Track A and Track C comparisons that are treated as stand-alone entities. Participation in CCQM-K11.2 demonstrates a laboratory's capabilities to measure a polar (pKow > 2), low molecular mass (100 g/mol to 500 g/mol) metabolite in human serum at relatively high concentrations (0.1 mg/g to 10 mg/g). Participation in CCQM-K12.2 demonstrates capabilities to measure similar classes of metabolites at relatively low concentrations (1 μg/g to 30 μg/g). The capabilities required for the analysis of complex

  17. The Role of the National Laboratory in Improving Secondary Science Education

    Energy Technology Data Exchange (ETDEWEB)

    White,K.; Morris, M.; Stegman, M.

    2008-10-20

    While the role of science, technology, engineering, and mathematics (STEM) teachers in our education system is obvious, their role in our economic and national security system is less so. Our nation relies upon innovation and creativity applied in a way that generates new technologies for industry, health care, and the protection of our national assets and citizens. Often, it is our science teachers who generate the excitement that leads students to pursue science careers. While academia provides these teachers with the tools to educate, the rigors of a science and technology curriculum, coupled with the requisite teaching courses, often limit teacher exposure to an authentic research environment. As the single largest funding agency for the physical sciences, the US Department of Energy's (DOE) Office of Science plays an important role in filling this void. For STEM teachers, the DOE Academies Creating Teacher Scientists program (ACTS) bridges the worlds of research and education. The ACTS program at Brookhaven National Laboratory (BNL), one of several across the country, exemplifies the value of this program for participating teachers. Outcomes of the work at BNL as evidenced by the balance of this report, include the following: (1) Teachers have developed long-term relationships with the Laboratory through participation in ongoing research, and this experience has both built enthusiasm for and enriched the content knowledge of the participants. (2) Teachers have modified the way they teach and are more likely to engage students in authentic research and include more inquiry-based activities. (3) Teachers have reported their students are more interested in becoming involved in science through classes, extra-curricular clubs, and community involvement. (4) Teachers have established leadership roles within their peer groups, both in their own districts and in the broader teaching community. National laboratories are making an important contribution to the

  18. [National Academies' Board on Mathematical Sciences and their Application] Final technical report

    Energy Technology Data Exchange (ETDEWEB)

    Scott T. Weidman

    2005-01-11

    The National Academies' Board on Mathematical Sciences and their Applications (BMSA) is a primary interface between the research enterprise and federal agencies that rely on the mathematical sciences. The Board provides objective and authoritative advice on how best to apply the tools of mathematics, statistics, operations research, financial engineering, computational modeling, computational science, information analysis, and decision analysis to practical problems of national importance. In so doing, the Board strengthens the policy-making process and increases the visibility of, and appreciation for, the mathematical sciences while also identifying growth areas for the discipline. The Board consists of 18 pro bono experts from a broad range of quantitative fields, with experience in academia, industry, and national laboratories.

  19. Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

    Science.gov (United States)

    Sloan, H.

    2002-05-01

    "Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

  20. Tanshinone IIA protects PC12 cells from β-amyloid(25-35)-induced apoptosis via PI3K/Akt signaling pathway.

    Science.gov (United States)

    Dong, Huimin; Mao, Shanping; Mao, Shanpin; Wei, Jiajun; Liu, Baohui; Zhang, Zhaohui; Zhang, Qian; Yan, Mingmin

    2012-06-01

    For the aging populations of any nation, Dementia is becoming a primary problem and Alzheimer’s dementia (AD) is the most common type. However, until now, there is no effective treatment for AD. Tanshinone IIA (Tan IIA) has been reported for neuroprotective potential to against amyloid β peptides (Aβ)-induced cytotoxicity in the rat pheochromocytoma cell line PC-12, which is widely used as AD research model, but the mechanism still remains unclear. To investigate the effect of Tan IIA and the possible molecular mechanism in the apoptosis of PC12 cells, we induced apoptosis in PC12 cells with β-amyloid(25-35), and treated cells with Tan IIA. After 24 h treatment, we found that Tan IIA increased the cell viability and reduced the number of apoptotic cells induced by Aβ(25-35). However, neuroprotection of Tan IIA was abolished by PI3K inhibitor LY294002. Meanwhile, Treatment with lithium chloride, a phosphorylation inhibitor of GSK3β, which is a downstream target of PI3K/Akt, can block Aβ(25-35)-induced cell apoptosis in a Tan IIA-like manner. Our findings suggest that Tan IIA is an effective neuroprotective agent and a viable candidate in AD therapy and PI3K/Akt activation and GSK3β phosphorylation are involved in the neuroprotection of Tan IIA.

  1. 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

  2. Investigation of Strategies to Promote Effective Teacher Professional Development Experiences in Earth Science

    Science.gov (United States)

    Engelmann, Carol A.

    2014-01-01

    This dissertation serves as a call to geoscientists to share responsibility with K-12 educators for increasing Earth science literacy. When partnerships are created among K-12 educators and geoscientists, the synergy created can promote Earth science literacy in students, teachers, and the broader community. The research described here resulted in…

  3. Involving stakeholders in the commissioning and implementation of fishery science projects: experiences from the U.K. Fisheries Science Partnership.

    Science.gov (United States)

    Armstrong, M J; Payne, A I L; Deas, B; Catchpole, T L

    2013-10-01

    Following from similar initiatives worldwide, the U.K.'s Fisheries Science Partnership (FSP) was established in 2003 to provide the fishing industry with opportunities to propose and participate in scientific studies in collaboration with fishery scientists. Key concepts were that most of the available funding would support industry participation, that industry, not scientists, would come up with the ideas for projects, and that commercial fishing vessels and fishing methods would be used to address specific concerns of the fishing industry in a scientifically controlled manner. Nearly 100 projects had been commissioned by March 2012, covering annual time-series surveys of stocks subject to traditional assessment, and ad hoc projects on, e.g. gear selectivity, discard survival, tagging and migration and fishery development. The extent to which the results of the projects have been used by stakeholders, fishery scientists and fishery managers at a national and E.U. level is evaluated, along with the degree of industry interest and involvement, and reasons are identified for successes or failures in the uptake of the results into management and policy. Finally, the question is posed whether the programme has been successful in improving the engagement of the fishing community in the science-management process and in fostering communication and greater trust between fishers, scientists and managers. © 2013 Crown Copyright. © 2013 The Fisheries Society of the British Isles.

  4. Good Morning from Barrow, Alaska! Helping K-12 students understand the importance of research

    Science.gov (United States)

    Shelton, M.

    2010-12-01

    This presentation focuses on how an educator experiences scientific research and how those experiences can help foster K-12 students’ understanding of research being conducted in Barrow, Alaska. According to Zhang and Fulford (1994), real-time electronic field trips help to provide a sense of closeness and relevance. In combination with experts in the field, the electronic experience can help students to better understand the phenomenon being studied, thus strengthening the student’s conceptual knowledge (Zhang & Fulford, 1994). During a seven day research trip to study the arctic sea ice, five rural Virginia teachers and their students participated in Skype sessions with the participating educator and other members of the Radford University research team. The students were able to view the current conditions in Barrow, listen to members of the research team describe what their contributions were to the research, and ask questions about the research and Alaska in general. Collaborations between students and scientist can have long lasting benefits for both educators and students in promoting an understanding of the research process and understanding why our world is changing. By using multimedia venues such as Skype students are able to interact with researchers both visually and verbally, forming the basis for students’ interest in science. A learner’s level of engagement is affected by the use of multimedia, especially the level of cognitive processing. Visual images alone do no promote the development of good problem solving skills. However, the students are able to develop better problem solving skills when both visual images and verbal interactions are used together. As students form higher confidence levels by improving their ability to problem solve, their interest in science also increases. It is possible that this interest could turn into a passion for science, which could result in more students wanting to become scientists or science teachers.

  5. Active commuting among K-12 educators: a study examining walking and biking to work.

    Science.gov (United States)

    Bopp, Melissa; Hastmann, Tanis J; Norton, Alyssa N

    2013-01-01

    Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. A volunteer sample of K-12 educators (n = 437) was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors). t-tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Participants actively commuted 0.51 ± 1.93 times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

  6. Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

    Directory of Open Access Journals (Sweden)

    Melissa Bopp

    2013-01-01

    Full Text Available Background. Walking and biking to work, active commuting (AC is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators ( was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors. -tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Results. Participants actively commuted times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. Conclusions. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

  7. Computer Science Teacher Professional Development in the United States: A Review of Studies Published between 2004 and 2014

    Science.gov (United States)

    Menekse, Muhsin

    2015-01-01

    While there has been a remarkable interest to make computer science a core K-12 academic subject in the United States, there is a shortage of K-12 computer science teachers to successfully implement computer sciences courses in schools. In order to enhance computer science teacher capacity, training programs have been offered through teacher…

  8. Role of alkali carbonate and salt in topochemical synthesis of K1/2Na1/2NbO3 and NaNbO3 templates

    Science.gov (United States)

    Lee, Jae-Seok; Jeon, Jae-Ho; Choi, Si-Young

    2013-11-01

    Since the properties of lead-free piezoelectric materials have thus far failed to meet those of lead-based materials, either chemical doping or morphological texturing should be employed to improve the piezoelectric properties of lead-free piezoelectric ceramics. The goal of this study was to synthesize plate-like K1/2Na1/2NbO3 and NaNbO3 particles, which are the most favorable templates for morphological texturing of K1/2Na1/2NbO3 ceramics. To achieve this goal, Bi2.5Na3.5Nb5O18 precursors in a plate-like shape were first synthesized and subsequently converted into K1/2Na1/2NbO3 or NaNbO3 particles that retain the morphology of Bi2.5Na3.5Nb5O18. In this study, we found that sodium or potassium carbonate does not play a major role in converting the Bi2.5Na3.5Nb5O18 precursor to K1/2Na1/2NbO3 or NaNbO3, on the contrary to previous reports; however, the salt contributes to the conversion reaction. All synthesis processes have been performed via a molten salt method, and scanning electron microscopy, scanning probe microscopy, and inductively coupled plasma mass spectroscopy were used to characterize the synthesized K1/2Na1/2NbO3 or NaNbO3 templates.

  9. Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

    Science.gov (United States)

    Novak, Elena; Wisdom, Sonya

    2018-05-01

    3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

  10. Undergraduates' Perceived Gains and Ideas about Teaching and Learning Science from Participating in Science Education Outreach Programs

    Science.gov (United States)

    Carpenter, Stacey L.

    2015-01-01

    This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and…

  11. NIH's National Institute of General Medical Sciences celebrates 45 years of Discovery for Health

    Science.gov (United States)

    ... Alison Davis NIH's National Institute of General Medical Sciences celebrates 45 years of Discovery for Health The National Institute of General Medical Sciences (NIGMS) is the NIH institute that primarily supports ...

  12. Design and validation of a standards-based science teacher efficacy instrument

    Science.gov (United States)

    Kerr, Patricia Reda

    National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

  13. submitter Development of a 100 kW, 12.5 kV, 22 kHz and 30 kV insulated medium frequency transformer for compact and reliable medium voltage power conversion

    CERN Document Server

    Isler, Stephane; Aguglia, Davide; Bonnin, Xavier Abel

    2017-01-01

    This paper presents the critical design aspects addressed during the development of a 100 kW, 12.5 kV, 22 kHz, and 30 kV insulated medium frequency transformer used in a power converter. The transformers are used in a resonant multilevel converter topology producing HV DC voltage from a three phase 400 V AC industrial grid. The power converter is used to supply radio frequency systems in particle accelerators. Considerations about material selection, dielectric, magnetic and thermal design are discussed and experimental results on the full scale transformer and power converter are presented.

  14. Beautiful Earth: Inspiring Native American students in Earth Science through Music, Art and Science

    Science.gov (United States)

    Casasanto, V.; Rock, J.; Hallowell, R.; Williams, K.; Angell, D.; Beautiful Earth

    2011-12-01

    The Beautiful Earth program, awarded by NASA's Competitive Opportunities in Education and Public Outreach for Earth and Space Science (EPOESS), is a live multi-media performance at partner science centers linked with hands-on workshops featuring Earth scientists and Native American experts. It aims to inspire, engage and educate diverse students in Earth science through an experience of viewing the Earth from space as one interconnected whole, as seen through the eyes of astronauts. The informal education program is an outgrowth of Kenji Williams' BELLA GAIA Living Atlas Experience (www.bellagaia.com) performed across the globe since 2008 and following the successful Earth Day education events in 2009 and 2010 with NASA's DLN (Digital Learning Network) http://tinyurl.com/2ckg2rh. Beautiful Earth takes a new approach to teaching, by combining live music and data visualizations, Earth Science with indigenous perspectives of the Earth, and hands-on interactive workshops. The program will utilize the emotionally inspiring multi-media show as a springboard to inspire participants to learn more about Earth systems and science. Native Earth Ways (NEW) will be the first module in a series of three "Beautiful Earth" experiences, that will launch the national tour at a presentation in October 2011 at the MOST science museum in collaboration with the Onandaga Nation School in Syracuse, New York. The NEW Module will include Native American experts to explain how they study and conserve the Earth in their own unique ways along with hands-on activities to convey the science which was seen in the show. In this first pilot run of the module, 110 K-12 students with faculty and family members of the Onandaga Nations School will take part. The goal of the program is to introduce Native American students to Earth Sciences and STEM careers, and encourage them to study these sciences and become responsible stewards of the Earth. The second workshop presented to participants will be the

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Santosh K Sharma. Articles written in Resonance – Journal of Science Education. Volume 12 Issue 1 January 2007 pp 67-75 Classroom. Learning Foodchain with Calotropis procera · Dilip Amritphale Santosh K Sharma · More Details Fulltext PDF. Volume 13 ...

  16. Focus: global currents in national histories of science: the "global turn" and the history of science in Latin America.

    Science.gov (United States)

    McCook, Stuart

    2013-12-01

    The "global turn" in the history of science offers new ways to think about how to do national and regional histories of science, in this case the history of science in Latin America. For example, it questions structuralist and diffusionist models of the spread of science and shows the often active role that people in Latin America (and the rest of the Global South) played in the construction of "universal" scientific knowledge. It suggests that even national or regional histories of science must be situated in a global context; all too often, such histories have treated global processes as a distant backdrop. At the same time, historians need to pay constant attention to the role of power in the construction of scientific knowledge. Finally, this essay highlights a methodological tool for writing globally inflected histories of science: the method of "following".

  17. Advancing climate literacy in Idaho K-12 schools using STEM education approaches, open source electronics, and Maker culture as vehicles for teacher training

    Science.gov (United States)

    Flores, A. N.; Gelb, L.; Watson, K. A.; Steimke, A.; Chang, C.; Busche, C.; Breidenbach, J.

    2016-12-01

    A climate literate citizenry is essential to the long-term success of climate change adaptation and to enhancing resilience of communities to climate change impacts. In support of a National Science Foundation CAREER award, we developed a teacher training workshop on a project that engages students in creating functioning, low-cost weather stations using open source electronics. The workshop aims to improve climate literacy among K-12 students while providing an authentic opportunity to acquire and hone STEM skills. Each station measures temperature, humidity, barometric pressure, light level, soil moisture, and precipitation occurrence. Our day-long workshop focuses on three elements: (1) providing context on the scientific importance of climate observation, (2) equipping teachers with technical skills needed to assemble and use a station from provided components, and (3) highlighting relevant educational standards met by the weather station activities. The workshop was attended by twelve 4th-9th grade teachers from southwest Idaho, all of whom teach at rural and/or Title I schools. Attendees reported having minimal or no previous experience with open source electronics, but all were able to effectively use their weather station with less than two hours of hands-on training. In written and oral post-workshop reflections teachers expressed a strong desire to integrate these activities into classrooms, but also revealed barriers associated with rigid curricular constraints and risk-averse administrators. Continued evolution of the workshop will focus on: (1) extending the duration and exploratory depth of the workshop, (2) refining pre- and post-assessments and performing longitudinal monitoring of teacher participants to measure short- and long-term efficacy of the workshop, and (3) partnering with colleagues to engage school district administrators in dialog on how to integrate authentic activities like this one into K-12 curriculum.

  18. USRA's NCSEFSE: a new National Center for Space, Earth, and Flight Sciences Education

    Science.gov (United States)

    Livengood, T. A.; Goldstein, J.; Vanhala, H.; Hamel, J.; Miller, E. A.; Pulkkinen, K.; Richards, S.

    2005-08-01

    A new National Center for Space, Earth, and Flight Sciences Education (NCSEFSE) has been created in the Washington, DC metropolitan area under the auspices of the Universities Space Research Association. The NCSEFSE provides education and public outreach services in the areas of NASA's research foci in programs of both national and local scope. Present NCSEFSE programs include: Journey through the Universe, which unites formal and informal education within communities and connects a nationally-distributed network of communities from Hilo, HI to Washington, DC with volunteer Visiting Researchers and thematic education modules; the Voyage Scale Model Solar System exhibition on the National Mall, a showcase for planetary science placed directly outside the National Air and Space Museum; educational module development and distribution for the MESSENGER mission to Mercury through a national cadre of MESSENGER Educator Fellows; Teachable Moments in the News, which capitalizes on current events in space, Earth, and flight sciences to teach the science that underlies students' natural interests; the Voyages Across the Universe Speakers' Bureau; and Family Science Night at the National Air and Space Museum, which reaches audiences of 2000--3000 each year, drawn from the Washington metropolitan area. Staff scientists of NCSEFSE maintain active research programs, presently in the areas of planetary atmospheric composition, structure, and dynamics, and in solar system formation. NCSEFSE scientists thus are able to act as authentic representatives of frontier scientific research, and ensure accuracy, relevance, and significance in educational products. NCSEFSE instructional designers and educators ensure pedagogic clarity and effectiveness, through a commitment to quantitative assessment.

  19. Exploring the Effectiveness of Online Education in K-12 Environments

    Science.gov (United States)

    Heafner, Tina L., Ed.; Hartshorne, Richard, Ed.; Petty, Teresa, Ed.

    2015-01-01

    The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines…

  20. Polaris Undergraduates Connecting With K-12 Students Though Story Telling-Learning About Climate Change Using Web-Mapping Based Investigations

    Science.gov (United States)

    Wood, J. H.; Natali, S.; Schade, J. D.; Fiske, G. J.; Linder, C.; Ramos, E.; Weber, L. R.; Kuhn, M. A.

    2014-12-01

    The Polaris Project is a unique undergraduate education, research, and outreach initiative that examines global climate change in the Siberian Arctic. The program focuses on permafrost and carbon processes in the boreal and tundra ecosystems of the Kolyma Watershed, the largest watershed underlain by continuous permafrost. Each summer, a diverse group of undergraduate students and faculty mentors spends one month living on the Kolyma River, developing independent projects that engage the students directly in the biogeosciences through authentic scientific research experiences in remote field sites. In all cases the student projects contribute to the overall goal of the Polaris Project to investigate the transport and transformations of carbon and nutrients as they move among terrestrial and aquatic ecosystems and the atmosphere. Through the use of online interactive ArcGIS maps the students share their experiences and learning, while posing questions in a format that can be used to engage K-12 learners in the classroom. By embedding information; including databases, photographs and video, informational text, and geospatial data; into user-friendly maps the Polaris Project students will "tell the story" of studying climate change in the Siberian tundra in a way that allows the users to explore climate science through inquiry and web-map based investigation. Through performance expectation topics including Weather and Climate, Interactions, Earth's Systems, and Human impacts, this investigation uses consideration of the vast amounts of ancient organic matter locked up in permafrost in the region, and concerns about the fate of this ancient organic carbon as temperatures warm and permafrost thaws, to make K-12 climate change connections with the Next Generation Science Standards (NGSS).

  1. The REVEL Project: Long-Term Investment in K-12 Education at a RIDGE 2000 Integrated Study Site

    Science.gov (United States)

    Robigou, V.

    2005-12-01

    The REVEL Project has provided dozens of science teachers from throughout the U.S. an opportunity to explore the links between mid-ocean ridge processes and life along the RIDGE 2000 Juan de Fuca Ridge Integrated Study Site. In turn, these educators have facilitated deep-sea, research-based teaching and learning in hundreds of classrooms, contributed to mid-ocean ridge curriculum and programs development ranging from IMAX movies and museum exhibits to the R2K-SEAS (Student Experiment At Sea) program. In addition, the REVEL educators take on the mission to champion the importance of science in education and to bring ocean sciences into their local and regional communities. For the scientific community, research in an environment as large, dynamic and remote as the ocean intrinsically requires long-term investment to advance the understanding of the interactions between the processes shaping our planet. Similarly, research-based education requires long-term investment to incrementally change the way science is taught in schools, informal settings or even at home. It takes even longer to perceptibly measure the result of new teaching methods on students' learning and the impact of these methods on citizens' scientific literacy. Research-based education involving teachers practicing research in the field, and collaborating with scientists to experience and understand the process of science is still in its infancy - despite 20 years of NSF's efforts in teachers' professional development. This poster reports on strategies that the REVEL Project has designed over 9 years to help teachers that adopt research-based education transform their way of teaching in the classroom and bring cutting-edge, exciting science into schools through rigorous science learning. Their teaching approaches encourage students' interest in science, and engage students in the life-long skills of reasoning and decision making through the practice of science. Evaluation results of how the research

  2. Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

    K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

  3. 75 FR 72843 - National Science Board; Sunshine Act Meetings; Notice

    Science.gov (United States)

    2010-11-26

    ... in regard to the scheduling of meetings for the transaction of National Science Board business and... your name and place of business to request your badge, which will be ready for pick-up at the visitor's... Education in Science, Technology, Engineering, and Math (STEM) for America's Future. [cir] Speaker: Dr...

  4. The Natural Science Program at the University of New Mexico: Geosciences Play a Central Role in Preservice Teacher Training

    Science.gov (United States)

    Nyman, M. W.; Ellwein, A. L.; Geissman, J. W.; McFadden, L. D.; Crossey, L. J.

    2007-12-01

    An important component for future directions of geoscience departments is public education. The role of geoscience departments in the preparation and professional development of K-12 teachers is particularly critical, and merges with other teaching missions within the University. The importance of geoscience content for teachers (and the general public) is evident in the numerous earth science related public policy issues that are the subject of ever-increasing attention (climate change, energy resources, water utilization, etc.). The earth and space sciences are not only included in both state and federal science content education standards but are also inherently interesting to students and therefore provide an important gateway to foster interest in science as well as other scientific disciplines. For over 10 years, the Department of Earth and Planetary Sciences (EPS) at the University of New Mexico (UNM) has housed and supported the Natural Science Program (NSP), which provides science content courses and numerous programs for K-12 pre- and in-service teachers. Classes and laboratories are integrated, and are capped at 21 students in the 200-level courses, assuring an active and supportive learning environment for students who are typically science-phobic with negative or no experiences with science. Enrollments are maintained at ~150 preservice teachers per semester. The program is staffed by two lecturers, who have advanced degrees in the geosciences as well as K-12 teaching experience, and several part time instructors, including graduate students who gain valuable teaching experience through teaching in the NSP. With continued support from the department, the NSP has expanded to develop robust and functional relationships related to science teacher professional development with Sandia National Laboratories and local school districts, initiated development of a graduate certificate in science teaching and, advanced a proposal for the development of an Energy

  5. Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

    Science.gov (United States)

    Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

    2014-01-01

    A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

  6. National facility for advanced computational science: A sustainable path to scientific discovery

    Energy Technology Data Exchange (ETDEWEB)

    Simon, Horst; Kramer, William; Saphir, William; Shalf, John; Bailey, David; Oliker, Leonid; Banda, Michael; McCurdy, C. William; Hules, John; Canning, Andrew; Day, Marc; Colella, Philip; Serafini, David; Wehner, Michael; Nugent, Peter

    2004-04-02

    Lawrence Berkeley National Laboratory (Berkeley Lab) proposes to create a National Facility for Advanced Computational Science (NFACS) and to establish a new partnership between the American computer industry and a national consortium of laboratories, universities, and computing facilities. NFACS will provide leadership-class scientific computing capability to scientists and engineers nationwide, independent of their institutional affiliation or source of funding. This partnership will bring into existence a new class of computational capability in the United States that is optimal for science and will create a sustainable path towards petaflops performance.

  7. Scope of the Spanish Marine Sciences National Programme from 1995 to 2003

    Directory of Open Access Journals (Sweden)

    Beatriz Morales-Nin

    2004-06-01

    Full Text Available Marine Research in Spain was funded mainly by the National Plans of the Ministry of Science and Technology. These have four-year duration and comprise priority research areas addressed by Research and Development Programmes. Marine Sciences has been identified as a Programme since 1995, and forms part of two National Plans. The Programme made annual invitations to tender with the following objectives: global change, ecosystems, sustainable fisheries, coastal zone, pollution and new technologies. Each objective had several sub-objectives. In the first period (1995-1999 Aquaculture was one of the objectives, and it had its own Programme in the second. The 1995-1999 Programme approved 189 projects (47% of the proposals submitted with a budget of 9.14 M€ and a participation of 550 persons/year. In the 2000-2003 Programme 175 projects were approved (51% of the proposals submitted corresponding to €12.42 M and 780 persons/year. The universities were the principal actors (58% of the projects, followed by the Science Council (25% of the projects. Catalonia is the region with the greatest participation both in projects and in funding, followed by Galicia and Andalusia. Considering that in the first period there were five invitations to tender and Aquaculture was the main objective (63 projects and €2.26 M, the increase in participation and funding is considerable. This trend is also confirmed by the increase in success rate (approval of proposals rose from 47% in the first invitation to tender to 51% in the second and the increase in the mean budget per project (from €48.300 to €70.900 respectively.

  8. Cohort Profile : The National Academy of Sciences-National Research Council Twin Registry (NAS-NRC Twin Registry)

    NARCIS (Netherlands)

    Gatz, Margaret; Harris, Jennifer R.; Kaprio, Jaakko; McGue, Matt; Smith, Nicholas L.; Snieder, Harold; Spiro, Avron; Butler, David A.

    The National Academy of Sciences-National Research Council Twin Registry (NAS-NRC Twin Registry) is a comprehensive registry of White male twin pairs born in the USA between 1917 and 1927, both of the twins having served in the military. The purpose was medical research and ultimately improved

  9. 78 FR 47715 - National Institute of Environmental Health Sciences; Amended Notice of Meeting

    Science.gov (United States)

    2013-08-06

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute of Environmental Health Sciences; Amended Notice of Meeting Notice is hereby given of a change in the meeting of the Environmental Health Sciences Review Committee, July 24, 2013, 08:00 a.m. to July 26, 2013, 02:00...

  10. Observation of. lambda. -hypernuclei in the reaction /sup 12/C(. pi. /sup +/,K/sup +/)/sub. lambda. //sup 12/C

    Energy Technology Data Exchange (ETDEWEB)

    Milner, E.C.

    1985-12-01

    The observation of ..lambda..-hypernuclear levels in /sub ..lambda..//sup 12/C by associated production through the (..pi../sup +/,K/sup +/) reaction is reported. Spectrometers used in the measurements are discussed. The /sub ..lambda..//sup 12/C excitation energy spectra were recorded at laboratory scattering angles of 5.6/sup 0/, 10.3/sup 0/, and 15.2/sup 0/. The spectra show two major peaks - one attributed to the ground state, and one about 11 MeV higher in excitation. The peak near 11 MeV excitation energy is believed to be almost entirely composed of a multiplet of three J/sup ..pi../ = 2/sup +/ states. Relativistic DWBA calculations imply support for the expectation that higher spin states are preferentially populated in the (..pi../sup +/,K/sup +/) reaction, compared to the (K/sup -/,..pi../sup -/) reaction in which lower spin states are excited. 29 refs., 40 figs.

  11. A mild pulsed electric field condition that improves acid tolerance, growth, and protease activity of Lactobacillus acidophilus LA-K and Lactobacillus delbrueckii subspecies bulgaricus LB-12.

    Science.gov (United States)

    Najim, N; Aryana, Kayanush J

    2013-06-01

    Pulsed electric field (PEF) processing involves the application of pulses of voltage for less than 1 s to fluid products placed between 2 electrodes. The effect of mild PEF on beneficial characteristics of probiotic bacteria Lactobacillus acidophilus and Lactobacillus delbrueckii ssp. bulgaricus is not clearly understood. The objective of this study was to determine the influence of mild PEF conditions on acid tolerance, growth, and protease activity of Lb. acidophilus LA-K and Lactobacillus delbrueckii ssp. bulgaricus LB-12. A pilot plant PEF system (OSU-4M; The Ohio State University, Columbus) was used. The PEF treatments were positive square unipolar pulse width of 3 µs, pulse period of 0.5s, electric field strength of 1 kV/cm, delay time of 20 µs, flow rate of 60 mL/min, and 40.5°C PEF treatment temperature. Both Lb. acidophilus LA-K and Lb. bulgaricus LB-12 subjected to mild PEF conditions were acid tolerant until the end of the 120 min of incubation, unlike the Lb. bulgaricus control, which was not acid tolerant after 30 min. The mild PEF-treated Lb. acidophilus LA-K and Lb. bulgaricus LB-12 reached the logarithmic phase of growth an hour earlier than the control. Mild PEF conditions studied significantly improved acid tolerance, exponential growth, and protease activity of both Lb. acidophilus LA-K and Lb. bulgaricus LB-12 compared with the control. The mild PEF conditions studied can be recommended for pretreating cultures to enhance these desirable attributes. Copyright © 2013 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

  12. An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom

    Science.gov (United States)

    Martin, Florence; Carr, Marsha L.

    2015-01-01

    21st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What…

  13. 77 FR 71453 - National Science Board; Sunshine Act Meetings; Notice

    Science.gov (United States)

    2012-11-30

    ... December 4, 2012 8:00-8:05 a.m. (Chairman's introduction) 8:05 a.m.-12:00 p.m. (CPP) 1:30-2:00 p.m... Committee on Science & Engineering Indicators (SEI) Open Session: 3:45-5:00 p.m. Chairman's Remarks Approval... Science and Engineering Indicators 2014 Narrative Chapter Outlines Update on Science and Engineering...

  14. 76 FR 7572 - National Institute of Environmental Health Sciences; Notice of Meetings

    Science.gov (United States)

    2011-02-10

    ... Environmental Health Sciences; Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee..., Director, Division of Extramural Research and Training, National Institute of Environmental Health Sciences... of Environmental Health Sciences, 615 Davis Dr., KEY615/3112, Research Triangle Park, NC 27709, (919...

  15. 76 FR 77239 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2011-12-12

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act.../boards/ibcercc/ . Place: National Institute of Environmental Health Sciences, Building 101, Rodbell... and Education; 93.894, Resources and Manpower Development in the Environmental Health Sciences; 93.113...

  16. Solubilization of Na,K-ATPase from rabbit kidney outer medulla using only C12E8

    Directory of Open Access Journals (Sweden)

    H.L. Santos

    2002-03-01

    Full Text Available SDS, C12E8, CHAPS or CHAPSO or a combination of two of these detergents is generally used for the solubilization of Na,K-ATPase and other ATPases. Our method using only C12E8 has the advantage of considerable reduction of the time for enzyme purification, with rapid solubilization and purification in a single chromatographic step. Na,K-ATPase-rich membrane fragments of rabbit kidney outer medulla were obtained without adding SDS. Optimum conditions for solubilization were obtained at 4ºC after rapid mixing of 1 mg of membrane Na,K-ATPase with 1 mg of C12E8/ml, yielding 98% recovery of the activity. The solubilized enzyme was purified by gel filtration on a Sepharose 6B column at 4ºC. Non-denaturing PAGE revealed a single protein band with phosphomonohydrolase activity. The molecular mass of the purified enzyme estimated by gel filtration chromatography was 320 kDa. The optimum apparent pH obtained for the purified enzyme was 7.5 for both PNPP and ATP. The dependence of ATPase activity on ATP concentration showed high (K0.5 = 4.0 µM and low (K0.5 = 1.4 mM affinity sites for ATP, with negative cooperativity. Ouabain (5 mM, oligomycin (1 µg/ml and sodium vanadate (3 µM inhibited the ATPase activity of C12E8-solubilized and purified Na,K-ATPase by 99, 81 and 98.5%, respectively. We have shown that Na,K-ATPase solubilized only with C12E8 can be purified and retains its activity. The activity is consistent with the form of (alphaß2 association.

  17. PODAAC-RSX12-L2A01

    Data.gov (United States)

    National Aeronautics and Space Administration — This dataset contains the ISS-RapidScat on Level 2A 12.5 km science data record, which provides surface-flagged sigma-0 in 12.5 km Wind Vector Cells processed using...

  18. Examining Student-Adult Relationships during K-12 School Age Years

    Science.gov (United States)

    Lappi, Shelly J.

    2012-01-01

    This study examined the relationship between dependent and independent variables and the effects relationships have on K-12 students as they struggle through life stressors. Thus, the research study was based upon this over arching question: How does having positive student-adult relationships impact a student's ability to cope with life…

  19. From Orthodoxy to Plurality in the Nature of Science (NOS) and Science Education: A Metacommentary

    Science.gov (United States)

    Bazzul, Jesse

    2017-01-01

    This article provides a metacommentary on the special issue on nature of science (NOS). The issue is composed of senior scholars discussing Hodson and Wong's (2017, this issue) critique of the consensus view of nature of science, which on a basic level states that there are agreed-upon aspects of science that can be taught in K-12 schools. Each…

  20. Okhee Lee, Cory A. Buxton, James A. Banks (ed.), Diversity and equity in science education: research, policy, and practice

    Science.gov (United States)

    Bannier, Betsy J.

    2015-06-01

    Highly relevant for academic study among K-12 educators and the higher education faculty who train pre-service teachers, Diversity and equity in science education highlights three interrelated issues impacting science education in the United States. First, complicated dynamics related to the large and increasing population of English language learning (ELL) students are discussed. Second, the realities of standardized test scores are comparatively explored, both within and beyond the United States. Third, the politics of accountability in education are vigorously discussed. Okhee Lee and Cory A. Buxton weave through the contexts of politics, education, science, and culture to expand existing discourse about how to best educate our nation's children.

  1. Senator Fred Harris's National Social Science Foundation proposal: Reconsidering federal science policy, natural science-social science relations, and American liberalism during the 1960s.

    Science.gov (United States)

    Solovey, Mark

    2012-03-01

    During the 1960s, a growing contingent of left-leaning voices claimed that the social sciences suffered mistreatment and undue constraints within the natural science-dominated federal science establishment. According to these critics, the entrenched scientific pecking order in Washington had an unreasonable commitment to the unity of the sciences, which reinforced unacceptable inequalities between the social and the natural sciences. The most important political figure who advanced this critique, together with a substantial legislative proposal for reform, was the Oklahoma Democratic Senator Fred Harris. Yet histories of science and social science have told us surprisingly little about Harris. Moreover, existing accounts of his effort to create a National Social Science Foundation have misunderstood crucial features of this story. This essay argues that Harris's NSSF proposal developed into a robust, historically unique, and increasingly critical liberal challenge to the post-World War II federal science establishment's treatment of the social sciences as "second-class citizens."

  2. STEM Education

    Science.gov (United States)

    & Development (LDRD) National Security Education Center (NSEC) Office of Science Programs Richard P Databases National Security Education Center (NSEC) Center for Nonlinear Studies Engineering Institute Scholarships STEM Education Programs Teachers (K-12) Students (K-12) Higher Education Regional Education

  3. Higher Education

    Science.gov (United States)

    & Development (LDRD) National Security Education Center (NSEC) Office of Science Programs Richard P Databases National Security Education Center (NSEC) Center for Nonlinear Studies Engineering Institute Scholarships STEM Education Programs Teachers (K-12) Students (K-12) Higher Education Regional Education

  4. STEM Education Programs

    Science.gov (United States)

    & Development (LDRD) National Security Education Center (NSEC) Office of Science Programs Richard P Databases National Security Education Center (NSEC) Center for Nonlinear Studies Engineering Institute Scholarships STEM Education Programs Teachers (K-12) Students (K-12) Higher Education Regional Education

  5. Regional Education Partners

    Science.gov (United States)

    & Development (LDRD) National Security Education Center (NSEC) Office of Science Programs Richard P Databases National Security Education Center (NSEC) Center for Nonlinear Studies Engineering Institute Scholarships STEM Education Programs Teachers (K-12) Students (K-12) Higher Education Regional Education

  6. About Us

    Science.gov (United States)

    & Development (LDRD) National Security Education Center (NSEC) Office of Science Programs Richard P Databases National Security Education Center (NSEC) Center for Nonlinear Studies Engineering Institute Scholarships STEM Education Programs Teachers (K-12) Students (K-12) Higher Education Regional Education

  7. 77 FR 16846 - National Science Advisory Board for Biosecurity Meeting; Office of Biotechnology Activities...

    Science.gov (United States)

    2012-03-22

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Science Advisory Board for Biosecurity Meeting; Office of Biotechnology Activities, Office of Science Policy, Office of.... Contact Person: Ronna Hill, NSABB Program Assistant, NIH Office of Biotechnology Activities, 6705...

  8. Cloning and expression of the Escherichia coli K-12 sad gene.

    OpenAIRE

    Marek, L E; Henson, J M

    1988-01-01

    The Escherichia coli K-12 sad gene, which encodes an NAD-dependent succinic semialdehyde dehydrogenase, was cloned into a high-copy-number vector. Minicells carrying a sad+ plasmid produced a 55,000-dalton peptide, the probable sad gene product.

  9. 76 FR 80954 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2011-12-27

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act.../boards/ibcercc/ . Place: Nat. Inst. of Environmental Health Sciences, Building 101, Rodbell Auditorium... Environmental Health Sciences, National Institutes of Health, 615 Davis Dr., KEY615/3112, Research Triangle Park...

  10. 75 FR 3474 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2010-01-21

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act... Environmental Health Sciences Council. The meeting will be open to the public as indicated below, with... of Committee: National Advisory Environmental Health Sciences Council. Date: February 18-19, 2010...

  11. Quantifying the Gender Gap in Science Interests

    Science.gov (United States)

    Baram-Tsabari, Ayelet; Yarden, Anat

    2011-01-01

    Nearly 5,000 self-generated science-related K-12 students' questions, classified into seven science subjects, were used to quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between boys' and girls' science interests did not exist during early childhood, but increased over 20-fold by…

  12. Gender Sorting across K-12 Schools in the United States

    Science.gov (United States)

    Long, Mark C.; Conger, Dylan

    2013-01-01

    This article documents evidence of nonrandom gender sorting across K-12 schools in the United States. The sorting exists among coed schools and at all grade levels, and it is highest in the secondary school grades. We observe some gender sorting across school sectors and types: for instance, males are slightly underrepresented in private schools…

  13. 77 FR 4584 - Sunshine Act Meetings; National Science Board

    Science.gov (United States)

    2012-01-30

    ... regard to the scheduling of meetings for the transaction of National Science Board business and other... Presentation: Research in Mathematics Education Committee on Strategy and Budget (CSB) Open Session: 9-10 a.m...

  14. Reform of the National Security Science and Technology Enterprise

    National Research Council Canada - National Science Library

    Berry, William; Coffey, Timothy; DeYoung, Donald; Kadtke, James; Loeb, Cheryl

    2008-01-01

    A strong science and technology (S&T) program has been vitally important to American national security since World War II and has to date given the United States a strategic advantage over competitors...

  15. Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Promoting Understanding about the Science of Global Climate Change

    Science.gov (United States)

    Bhattacharya, Devarati

    Efforts to adapt and mitigate the effects of global climate change (GCC) have been ongoing for the past two decades and have become a major global concern. However, research and practice for promoting climate literacy and understanding about GCC have only recently become a national priority. The National Research Council (NRC), has recently emphasized upon the importance of developing learners' capacity of reasoning, their argumentation skills and understanding of GCC (Framework for K-12 Science Education, National Research Council, 2012). This framework focuses on fostering conceptual clarity about GCC to promote innovation, resilience, and readiness in students as a response towards the threat of a changing environment. Previous research about teacher understanding of GCC describes that in spite of the prevalent frameworks like the AAAS Science Literacy Atlas (AAAS, 2007) and the Essential Principles for Climate Literacy (United States Global Climate Research Program, 2009; Bardsley, 2007), most learners are challenged in understanding the science of GCC (Michail et al., 2007) and misinformed perceptions about basic climate science content and the role of human activities in changing climate remain persistent (Reibich and Gautier, 2006). Our teacher participants had a rather simplistic knowledge structure. While aware of climate change, teacher participants lacked in depth understanding of how change in climate can impact various ecosystems on the Earth. Furthermore, they felt overwhelmed with the extensive amount of information needed to comprehend the complexity in GCC. Hence, extensive efforts not only focused on assessing conceptual understanding of GCC but also for teaching complex science topics like GCC are essential. This dissertation explains concept mapping, and the photo elicitation method for assessing teachers' understanding of GCC and the use of metacognitive scaffolding in instruction of GCC for developing competence of learners in this complex

  16. 76 FR 71046 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2011-11-16

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act... Environmental Health Sciences, National Institutes of Health, 615 Davis Dr., KEY615/3112, Research Triangle Park... and Education; 93.894, Resources and Manpower Development in the Environmental Health Sciences; 93.113...

  17. PODAAC-RSX12-L2B11

    Data.gov (United States)

    National Aeronautics and Space Administration — This dataset contains the RapidScat Level 2B 12.5km Version 1.1 science-quality ocean surface wind vectors. The Level 2B wind vectors are binned on a 12.5 km Wind...

  18. Introductory Statistics Education and the National Science Foundation

    Science.gov (United States)

    Hall, Megan R.; Rowell, Ginger Holmes

    2008-01-01

    This paper describes 27 National Science Foundation supported grant projects that have innovations designed to improve teaching and learning in introductory statistics courses. The characteristics of these projects are compared with the six recommendations given in the "Guidelines for Assessment and Instruction in Statistics Education (GAISE)…

  19. National CrossTalk. Volume 12, Number 3, Summer 2004

    Science.gov (United States)

    Trombley, William, Ed.

    2004-01-01

    The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) U.K. Adopts "Top-Up" Tuition Fees: British Universities Prepare to Compete in a More "American" System (Jon Marcus); (2) "Plain Living": Berea…

  20. 36 CFR 261.12 - National Forest System roads and trails.

    Science.gov (United States)

    2010-07-01

    ... and trails. 261.12 Section 261.12 Parks, Forests, and Public Property FOREST SERVICE, DEPARTMENT OF AGRICULTURE PROHIBITIONS General Prohibitions § 261.12 National Forest System roads and trails. The following... by a sign. (c) Damaging and leaving in a damaged condition any such road, trail, or segment thereof...