Sample records for learning basic science
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Preparing medical students for future learning using basic science instruction.
Mylopoulos, Maria; Woods, Nicole
2014-07-01
The construct of 'preparation for future learning' (PFL) is understood as the ability to learn new information from available resources, relate new learning to past experiences and demonstrate innovation and flexibility in problem solving. Preparation for future learning has been proposed as a key competence of adaptive expertise. There is a need for educators to ensure that opportunities are provided for students to develop PFL ability and that assessments accurately measure the development of this form of competence. The objective of this research was to compare the relative impacts of basic science instruction and clinically focused instruction on performance on a PFL assessment (PFLA). This study employed a 'double transfer' design. Fifty-one pre-clerkship students were randomly assigned to either basic science instruction or clinically focused instruction to learn four categories of disease. After completing an initial assessment on the learned material, all participants received clinically focused instruction for four novel diseases and completed a PFLA. The data from the initial assessment and the PFLA were submitted to independent-sample t-tests. Mean ± standard deviation [SD] scores on the diagnostic cases in the initial assessment were similar for participants in the basic science (0.65 ± 0.11) and clinical learning (0.62 ± 0.11) conditions. The difference was not significant (t[42] = 0.90, p = 0.37, d = 0.27). Analysis of the diagnostic cases on the PFLA revealed significantly higher mean ± SD scores for participants in the basic science learning condition (0.72 ± 0.14) compared with those in the clinical learning condition (0.63 ± 0.15) (t[42] = 2.02, p = 0.05, d = 0.62). Our results show that the inclusion of basic science instruction enhanced the learning of novel related content. We discuss this finding within the broader context of research on basic science instruction, development of adaptive expertise and assessment
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Hodson, Derek
2014-01-01
This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…
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Dubois, Eline Agnès; Franson, Kari Lanette
2009-09-01
Basic sciences can be integrated into the medical school curriculum via e-learning. The process of integrating a basic science in this manner resembles a curricular change. The change usually begins with an idea for using e-learning to teach a basic science and establishing the need for the innovation. In the planning phase, learning outcomes are formulated and a prototype of the program is developed based on the desired requirements. A realistic concept is formed after considering the limitations of the current institute. Next, a project team is assembled to develop the program and plan its integration. Incorporation of the e-learning program is facilitated by a well-developed and communicated integration plan. Various course coordinators are contacted to determine content of the e-learning program as well as establish assessment. Linking the e-learning program to existing course activities and thereby applying the basic science into the clinical context enhances the degree of integration. The success of the integration is demonstrated by a positive assessment of the program including favourable cost-benefit analysis and improved student performance. Lastly, when the program becomes institutionalised, continuously updating content and technology (when appropriate), and evaluating the integration contribute to the prolonged survival of the e-learning program.
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Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A
2009-03-01
In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.
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Online Learning Tools as Supplements for Basic and Clinical Science Education.
Ellman, Matthew S; Schwartz, Michael L
2016-01-01
Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the "flipped classroom" pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.
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Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha
2012-03-12
To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.
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Directory of Open Access Journals (Sweden)
J.P. Schoeman
2009-05-01
Full Text Available In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.
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Integration of basic sciences and clinical sciences in oral radiology education for dental students.
Baghdady, Mariam T; Carnahan, Heather; Lam, Ernest W N; Woods, Nicole N
2013-06-01
Educational research suggests that cognitive processing in diagnostic radiology requires a solid foundation in the basic sciences and knowledge of the radiological changes associated with disease. Although it is generally assumed that dental students must acquire both sets of knowledge, little is known about the most effective way to teach them. Currently, the basic and clinical sciences are taught separately. This study was conducted to compare the diagnostic accuracy of students when taught basic sciences segregated or integrated with clinical features. Predoctoral dental students (n=51) were taught four confusable intrabony abnormalities using basic science descriptions integrated with the radiographic features or taught segregated from the radiographic features. The students were tested with diagnostic images, and memory tests were performed immediately after learning and one week later. On immediate and delayed testing, participants in the integrated basic science group outperformed those from the segregated group. A main effect of learning condition was found to be significant (pbasic sciences integrated with clinical features produces higher diagnostic accuracy in novices than teaching basic sciences segregated from clinical features.
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Leadbeatter, Delyse; Gao, Jinlong
2018-04-01
Learning basic science forms an essential foundation for oral health therapy and dentistry, but frequently students perceive it as difficult, dry, and disconnected from clinical practice. This perception is encouraged by assessment methods that reward fact memorization, such as objective examinations. This study evaluated use of a learner-centered assessment portfolio designed to increase student engagement with basic science in an oral health therapy program at the University of Sydney, Australia. The aim of this qualitative study based on focus groups was to investigate students' engagement with basic science courses following introduction of the portfolio. Three assessments were conducted in three subsequent semesters: one based on students' interest in everyday phenomena (one student, for example, explored why she had red hair); the second focussed on scientific evidence and understanding of systemic diseases; and the third explored relations between oral and general health. Students were encouraged to begin with issues from their personal experience or patient care, to focus on what they were curious about, and to ask questions they really cared about. Each student prepared a written report and gave an oral presentation to the entire cohort. After the portfolios were completed, the authors held focus groups with two cohorts of students (N=21) in 2016 and analyzed the results using Zepke's framework for student engagement research. The results showed that the students successfully interweaved personal experience into their studies and that it provided significant motivation for learning. The students described their learning in terms of connection to themselves, their peer community, and their profession. Many additional benefits were identified, from increased student engagement in all courses to appreciation of the relevance of basic science. The findings should encourage dental and allied dental educators to reconsider the effects of assessments and seek
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Horizontal integration of the basic sciences in the chiropractic curriculum.
Ward, Kevin P
2010-01-01
Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.
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Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum
Ward, Kevin P.
2010-01-01
Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration. PMID:21048882
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Support of a Problem-Based Learning Curriculum by Basic Science Faculty
Directory of Open Access Journals (Sweden)
William L. Anderson
2002-11-01
Full Text Available Although published reports describe benefits to students of learning in a problem-based, student-centered environment, questions have persisted about the excessive faculty time commitments associated with the implementation of PBL pedagogy. The argument has been put forward that the excessive faculty costs of such a curriculum cannot be justified based upon the potential benefits to students. However, the magnitude of the faculty time commitment to a PBL curriculum to support the aforementioned argument is not clear to us and we suspect that it is also equally unclear to individuals charged with making resource decisions supporting the educational efforts of the institution. Therefore, to evaluate this cost - benefit question, we analyzed the actual basic science faculty time commitment in a hybrid PBL curriculum during the first phase 18 months of undergraduate medical education. The results of this analysis do demonstrate an increase in faculty time commitments but do not support the argument that PBL pedagogy is excessively costly in terms of faculty time. For the year analyzed in this report, basic science faculty members contributed on average of 27.4 hours to the instruction of medical students. The results of the analysis did show significant contributions (57% of instructional time by the clinical faculty during the initial 18 months of medical school. In addition, the data revealed a four-fold difference between time commitments of the four basic science departments. We conclude that a PBL curriculum does not place unreasonable demands on the time of basic science faculty. The demands on clinical faculty, in the context of their other commitments, could not be evaluated. Moreover, this type of analysis provides a tool that can be used to make faculty resource allocation decisions fairly.
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de Leng, Bas; Gijlers, Aaltje H.
2015-01-01
Aim: To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Methods: Opinions and perceptions of students (n = 70) and
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Article Commentary: Online Learning Tools as Supplements for Basic and Clinical Science Education
Directory of Open Access Journals (Sweden)
Matthew S. Ellman
2016-01-01
Full Text Available Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the “flipped classroom” pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.
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Directory of Open Access Journals (Sweden)
Reza Ghaffari
2013-10-01
Full Text Available Introduction: Learning style is an individual’s preferred method of encountering information in specific situations in order to acquire knowledge, skills and attitudes through study or experience. Students and Planers’ awareness of learning styles facilitate the teaching process, increases satisfaction and makes the future choices easier. This study aimed to examine different learning styles and their relation to academic achievement in medical students of basic sciences program at Tabriz University of Medical Sciences. Methods: In this descriptive – analytical study, the sample consisted of all medical students of basic sciences program at Tabriz University of Medical Sciences in 2011-2012. The data was collected through a questionnaire which included respondents’ demographic information and overall grade point average (GPA as well as Kolb standard questions on learning styles. Results: 4.3%, 47.8%, 44.9% and 2.9% of students preferred diverger, assimilator, converger and accommodator learning styles, respectively. Mean overall GPA of students who preferred diverger learning styles was 14.990.39±. Students who prefer assimilator, converger and accommodator learning styles had mean overall GPAs of 14.940.56±, 15.080.58± and 14.830.29± respectively. The findings showed no significant relationship between students’ learning academic achievement and their learning styles (p = 0.689. Conclusion: There was no significant relationship between Students’ academic achievement and their learning styles. Furthermore, the majorit of the students preferred accommodator and converger learning styles. Consequently, adopting interactive teaching methods, using tutorials, running simulation programs, launching laboratory activities and encouraging students to think and analyze problems and issues can be greatly effective in prolonging their learning lifecycle.
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A critical narrative review of transfer of basic science knowledge in health professions education.
Castillo, Jean-Marie; Park, Yoon Soo; Harris, Ilene; Cheung, Jeffrey J H; Sood, Lonika; Clark, Maureen D; Kulasegaram, Kulamakan; Brydges, Ryan; Norman, Geoffrey; Woods, Nicole
2018-02-08
'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhance the transfer of basic science knowledge to clinical reasoning is essential. This review systematically identifies interventions described in the health professions education (HPE) literature that document the transfer of basic science knowledge to clinical reasoning, and considers teaching and assessment strategies. A systematic search of the literature was conducted. Articles related to basic science teaching at the undergraduate level in HPE were analysed using a 'transfer out'/'transfer in' conceptual framework. 'Transfer out' refers to the application of knowledge developed in one learning situation to the solving of a new problem. 'Transfer in' refers to the use of previously acquired knowledge to learn from new problems or learning situations. Of 9803 articles initially identified, 627 studies were retrieved for full text evaluation; 15 were included in the literature review. A total of 93% explored 'transfer out' to clinical reasoning and 7% (one article) explored 'transfer in'. Measures of 'transfer out' fostered by basic science knowledge included diagnostic accuracy over time and in new clinical cases. Basic science knowledge supported learning - 'transfer in' - of new related content and ultimately the 'transfer out' to diagnostic reasoning. Successful teaching strategies included the making of connections between basic and clinical sciences, the use of commonsense analogies, and the study of multiple clinical problems in multiple contexts. Performance on recall tests did not reflect the transfer of basic science knowledge to clinical reasoning. Transfer of basic science knowledge to clinical reasoning is an essential component of HPE that
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The use of simulation in teaching the basic sciences.
Eason, Martin P
2013-12-01
To assess the current use of simulation in medical education, specifically, the teaching of the basic sciences to accomplish the goal of improved integration. Simulation is increasingly being used by the institutions to teach the basic sciences. Preliminary data suggest that it is an effective tool with increased retention and learner satisfaction. Medical education is undergoing tremendous change. One of the directions of that change is increasing integration of the basic and clinical sciences to improve the efficiency and quality of medical education, and ultimately to improve the patient care. Integration is thought to improve the understanding of basic science conceptual knowledge and to better prepare the learners for clinical practice. Simulation because of its unique effects on learning is currently being successfully used by many institutions as a means to produce that integration through its use in the teaching of the basic sciences. Preliminary data indicate that simulation is an effective tool for basic science education and garners high learner satisfaction.
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Jannati, E. D.; Setiawan, A.; Siahaan, P.; Rochman, C.
2018-05-01
This study aims to determine the description of virtual laboratory learning media development to improve science literacy skills of Mechanical Engineering students on the concept of basic Physics. Quasi experimental method was employed in this research. The participants of this research were first semester students of mechanical engineering in Majalengka University. The research instrument was readability test of instructional media. The results of virtual laboratory learning media readability test show that the average score is 78.5%. It indicates that virtual laboratory learning media development are feasible to be used in improving science literacy skill of Mechanical Engineering students in Majalengka University, specifically on basic Physics concepts of material measurement.
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Interprofessional education and the basic sciences: Rationale and outcomes.
Thistlethwaite, Jill E
2015-01-01
Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on professionalism and clinical topics rather than basic science activities. However generic interprofessional competencies could be included in basic science courses that are offered to at least two different professional groups. In developing interprofessional activities at the preclinical level, it is important to define explicit interprofessional learning outcomes plus the content and process of the learning. Interprofessional education must involve interactive learning processes and integration of theory and practice. This paper provides examples of IPE in anatomy and makes recommendations for course development and evaluation. © 2015 American Association of Anatomists.
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Directory of Open Access Journals (Sweden)
Jin Yan
2015-08-01
Full Text Available AIM:To investigate the effect of problem-based learning(PBLcombined with standardized patient(SPin the teaching of basic science of ophthalmology. METHODS: Sixty-four students of Optometry in grade 2012 were randomly divided into experimental group(n=32and control group(n=32. Traditional teaching method was implemented in control group while PBL combined with SP was applied in experimental group. At the end of term students were interviewed using self-administered questionnaire to obtain their evaluation for teaching effect. Measurement data were expressed as (-overx±s and analyzed by independent samples t test. Enumeration data were analyzed by χ2 test, and PRESULTS:The mean scores of theory test(83.22±3.75and experimental test(94.28±2.20in experimental group were significantly higher than theory test(70.72±3.95and experimental test(85.44±3.52in control group(all PPPCONCLUSION:Using PBL combined with SP teaching mode in basic science of ophthalmology can highly improve learning enthusiasm of students and cultivate self-learning ability of students, practice ability and ability of clinical analysis.
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Learning basic programming using CLIS through gamification
Prabawa, H. W.; Sutarno, H.; Kusnendar, J.; Rahmah, F.
2018-05-01
The difficulty of understanding programming concept is a major problem in basic programming lessons. Based on the results of preliminary studies, 60% of students reveal the monotonous of learning process caused by the limited number of media. Children Learning in Science (CLIS) method was chosen as solution because CLIS has facilitated students’ initial knowledge to be optimized into conceptual knowledge. Technological involvement in CLIS (gamification) helped students to understand basic programming concept. This research developed a media using CLIS method with gamification elements to increase the excitement of learning process. This research declared that multimedia is considered good by students, especially regarding the mechanical aspects of multimedia, multimedia elements and aspects of multimedia information structure. Multimedia gamification learning with the CLIS model showed increased number of students’ concept understanding.
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Directory of Open Access Journals (Sweden)
Wachidatul Linda Yuhanna
2016-03-01
Full Text Available This research was a classroom action research which was conducted intwo cycles, each cycle consists of planning, implementing, observing, and reflecting. The data used was quantitative data on student observation sheet instruments. The Results of the study which were obtained from the first cycle showed about the students’ thinking skills and scientific works. They were categorized as excellent 18.18%, good 22.73%, enough 52.27%, and sufficiently less 6.82%. As for the scientific attitude with a very active category of 11.36%, 43.18% and less active 45.45%. It has not reached indicators of success, so it was necessary to cycle II. Cycle II demonstrated the excellent category 38.63%, 36.36% good, good enough18.18% and less 6.81%. While the scientific attitude in the cycle II was an active attitude 29.54%, active 54.54%, inactive 15.91%. These results show an increase from the cycle I to cycle II. The conclusion of this study were: 1 learning the basic concepts of science with scientific inquiry in students can be conducible applied.2 Learning the basic concepts of science with scientific inquiry can improve thinking ability and scientific work and students’ scientific attitude. 3 Learning the basic concepts of science with scientific inquiry be able to explore and develop student creativity in designing simple experiments which can be applied in primary schools.
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Making evolutionary biology a basic science for medicine
Nesse, Randolph M.; Bergstrom, Carl T.; Ellison, Peter T.; Flier, Jeffrey S.; Gluckman, Peter; Govindaraju, Diddahally R.; Niethammer, Dietrich; Omenn, Gilbert S.; Perlman, Robert L.; Schwartz, Mark D.; Thomas, Mark G.; Stearns, Stephen C.; Valle, David
2010-01-01
New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease. PMID:19918069
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Clinical Correlations as a Tool in Basic Science Medical Education
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Brenda J. Klement
2016-01-01
Full Text Available Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1 Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2 Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3 Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4 Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5 Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills.
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Integration of Basic and Clinical Science in the Psychiatry Clerkship.
Wilkins, Kirsten M; Moore, David; Rohrbaugh, Robert M; Briscoe, Gregory W
2017-06-01
Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.
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Basic science right, not basic science lite: medical education at a crossroad.
Fincher, Ruth-Marie E; Wallach, Paul M; Richardson, W Scott
2009-11-01
This perspective is a counterpoint to Dr. Brass' article, Basic biomedical sciences and the future of medical education: implications for internal medicine. The authors review development of the US medical education system as an introduction to a discussion of Dr. Brass' perspectives. The authors agree that sound scientific foundations and skill in critical thinking are important and that effective educational strategies to improve foundational science education should be implemented. Unfortunately, many students do not perceive the relevance of basic science education to clinical practice.The authors cite areas of disagreement. They believe it is unlikely that the importance of basic sciences will be diminished by contemporary directions in medical education and planned modifications of USMLE. Graduates' diminished interest in internal medicine is unlikely from changes in basic science education.Thoughtful changes in education provide the opportunity to improve understanding of fundamental sciences, the process of scientific inquiry, and translation of that knowledge to clinical practice.
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Systematic Approach to Remediation in Basic Science Knowledge for Preclinical Students: A case study
Amara, Francis
Remediation of pre-clerkship students for deficits in basic science knowledge should help them overcome their learning deficiencies prior to clerkship. However, very little is known about remediation in basic science knowledge during pre-clerkship. This study utilized the program theory framework to collect and organize mixed methods data of the remediation plan for pre-clerkship students who failed their basic science cognitive examinations in a Canadian medical school. This plan was analyzed using a logic model narrative approach and compared to literature on the learning theories. The analysis showed a remediation plan that was strong on governance and verification of scores, but lacked: clarity and transparency of communication, qualified remedial tutors, individualized diagnosis of learner's deficits, and student centered learning. Participants admitted uncertainty about the efficacy of the remediation process. A remediation framework is proposed that includes student-centered participation, individualized learning plan and activities, deliberate practice, feedback, reflection, and rigorous reassessment.
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Trends in Basic Sciences Education in Dental Schools, 1999-2016.
Lantz, Marilyn S; Shuler, Charles F
2017-08-01
The purpose of this study was to examine data published over the past two decades to identify trends in the basic sciences curriculum in dental education, provide an analysis of those trends, and compare them with trends in the basic sciences curriculum in medical education. Data published from the American Dental Association (ADA) Surveys of Dental Education, American Dental Education Association (ADEA) Surveys of Dental School Seniors, and two additional surveys were examined. In large part, survey data collected focused on the structure, content, and instructional strategies used in dental education: what was taught and how. Great variability was noted in the total clock hours of instruction and the clock hours of basic sciences instruction reported by dental schools. Moreover, the participation of medical schools in the basic sciences education of dental students appears to have decreased dramatically over the past decade. Although modest progress has been made in implementing some of the curriculum changes recommended in the 1995 Institute of Medicine report such as integrated basic and clinical sciences curricula, adoption of active learning methods, and closer engagement with medical and other health professions education programs, educational effectiveness studies needed to generate data to support evidence-based approaches to curriculum reform are lacking. Overall, trends in the basic sciences curriculum in medical education were similar to those for dental education. Potential drivers of curriculum change were identified, as was recent work in other fields that should encourage reconsideration of dentistry's approach to basic sciences education. This article was written as part of the project "Advancing Dental Education in the 21st Century."
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International Nuclear Information System (INIS)
Moon, S.
2000-01-01
NREL's Center for Basic Sciences performs fundamental research for DOE's Office of Science. Our mission is to provide fundamental knowledge in the basic sciences and engineering that will underpin new and improved renewable energy technologies
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Energy Technology Data Exchange (ETDEWEB)
Moon, S.
2000-12-04
NREL's Center for Basic Sciences performs fundamental research for DOE's Office of Science. Our mission is to provide fundamental knowledge in the basic sciences and engineering that will underpin new and improved renewable energy technologies.
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Utilization and acceptance of virtual patients in veterinary basic sciences - the vetVIP-project.
Kleinsorgen, Christin; Kankofer, Marta; Gradzki, Zbigniew; Mandoki, Mira; Bartha, Tibor; von Köckritz-Blickwede, Maren; Naim, Hassan Y; Beyerbach, Martin; Tipold, Andrea; Ehlers, Jan P
2017-01-01
Context: In medical and veterinary medical education the use of problem-based and cased-based learning has steadily increased over time. At veterinary faculties, this development has mainly been evident in the clinical phase of the veterinary education. Therefore, a consortium of teachers of biochemistry and physiology together with technical and didactical experts launched the EU-funded project "vetVIP", to create and implement veterinary virtual patients and problems for basic science instruction. In this study the implementation and utilization of virtual patients occurred at the veterinary faculties in Budapest, Hannover and Lublin. Methods: This report describes the investigation of the utilization and acceptance of students studying veterinary basic sciences using optional online learning material concurrently to regular biochemistry and physiology didactic instruction. The reaction of students towards this offer of clinical case-based learning in basic sciences was analysed using quantitative and qualitative data. Quantitative data were collected automatically within the chosen software-system CASUS as user-log-files. Responses regarding the quality of the virtual patients were obtained using an online questionnaire. Furthermore, subjective evaluation by authors was performed using a focus group discussion and an online questionnaire. Results: Implementation as well as usage and acceptance varied between the three participating locations. High approval was documented in Hannover and Lublin based upon the high proportion of voluntary students (>70%) using optional virtual patients. However, in Budapest the participation rate was below 1%. Due to utilization, students seem to prefer virtual patients and problems created in their native language and developed at their own university. In addition, the statement that assessment drives learning was supported by the observation that peak utilization was just prior to summative examinations. Conclusion: Veterinary
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Self-regulated learning and science achievement in a community college
Maslin, (Louisa) Lin-Yi L.
Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement
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Utilization and acceptance of virtual patients in veterinary basic sciences – the vetVIP-project
Directory of Open Access Journals (Sweden)
Kleinsorgen, Christin
2017-05-01
Full Text Available Context: In medical and veterinary medical education the use of problem-based and cased-based learning has steadily increased over time. At veterinary faculties, this development has mainly been evident in the clinical phase of the veterinary education. Therefore, a consortium of teachers of biochemistry and physiology together with technical and didactical experts launched the EU-funded project “vetVIP”, to create and implement veterinary virtual patients and problems for basic science instruction. In this study the implementation and utilization of virtual patients occurred at the veterinary faculties in Budapest, Hannover and Lublin.Methods: This report describes the investigation of the utilization and acceptance of students studying veterinary basic sciences using optional online learning material concurrently to regular biochemistry and physiology didactic instruction. The reaction of students towards this offer of clinical case-based learning in basic sciences was analysed using quantitative and qualitative data. Quantitative data were collected automatically within the chosen software-system CASUS as user-log-files. Responses regarding the quality of the virtual patients were obtained using an online questionnaire. Furthermore, subjective evaluation by authors was performed using a focus group discussion and an online questionnaire.Results: Implementation as well as usage and acceptance varied between the three participating locations. High approval was documented in Hannover and Lublin based upon the high proportion of voluntary students (>70% using optional virtual patients. However, in Budapest the participation rate was below 1%. Due to utilization, students seem to prefer virtual patients and problems created in their native language and developed at their own university. In addition, the statement that assessment drives learning was supported by the observation that peak utilization was just prior to summative examinations
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Liberty, Jesse
2009-01-01
Learning Visual Basic .NET is a complete introduction to VB.NET and object-oriented programming. By using hundreds of examples, this book demonstrates how to develop various kinds of applications--including those that work with databases--and web services. Learning Visual Basic .NET will help you build a solid foundation in .NET.
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Basic Energy Sciences: Summary of Accomplishments
1990-05-01
For more than four decades, the Department of Energy, including its predecessor agencies, has supported a program of basic research in nuclear- and energy-related sciences, known as Basic Energy Sciences. The purpose of the program is to explore fundamental phenomena, create scientific knowledge, and provide unique user'' facilities necessary for conducting basic research. Its technical interests span the range of scientific disciplines: physical and biological sciences, geological sciences, engineering, mathematics, and computer sciences. Its products and facilities are essential to technology development in many of the more applied areas of the Department's energy, science, and national defense missions. The accomplishments of Basic Energy Sciences research are numerous and significant. Not only have they contributed to Departmental missions, but have aided significantly the development of technologies which now serve modern society daily in business, industry, science, and medicine. In a series of stories, this report highlights 22 accomplishments, selected because of their particularly noteworthy contributions to modern society. A full accounting of all the accomplishments would be voluminous. Detailed documentation of the research results can be found in many thousands of articles published in peer-reviewed technical literature.
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The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics
Ekwueme, Cecilia O.; Ekon, Esther E.; Ezenwa-Nebife, Dorothy C.
2015-01-01
Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola…
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Directory of Open Access Journals (Sweden)
Charlotte L. Briggs
2016-01-01
Full Text Available Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.
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77 FR 5246 - Basic Energy Sciences Advisory Committee
2012-02-02
... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Office of Science... of the Basic Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L... FURTHER INFORMATION CONTACT: Katie Perine; Office of Basic Energy Sciences; U.S. Department of Energy...
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75 FR 41838 - Basic Energy Sciences Advisory Committee
2010-07-19
... Basic Energy Sciences Computational Materials Science and Chemistry for Innovation Workshop Final Report... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of Open Meeting. SUMMARY: This notice announces a meeting of the Basic...
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76 FR 48147 - Basic Energy Sciences Advisory Committee
2011-08-08
... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of renewal of the Basic Energy Sciences Advisory Committee. SUMMARY... that the Basic Energy Sciences Advisory Committee will be renewed for a two-year period beginning July...
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The rate of knowledge retention in basic sciences courses among dentistry students
Directory of Open Access Journals (Sweden)
S.S Mazloomi
2009-03-01
Full Text Available Background: Acquiring and recalling knowledge can be considered as the starting point of learning; so increasing the acquisition of knowledge and information recall is one the most important goals of education.Objective: To determine the students' information recall in the basic courses of histology, immunology, physiology, biochemistry, head and neck anatomy, and microbiology in dentistry school.Method: In this descriptive survey, 60 students who had passed their basis courses were studied. The tests were held five semesters following the basic courses, and were like those they had passed previously.Results: The results revealed that information recall was the highest for the physiology course (z=0.72, while it was the lowest for anatomy (z=0.07. For the histology course, the lowest mean score was achieved by the students entered in the year 1997, and the highest by those entered in 1999. The relationship between the entry year of the students and their information recall is statistically significant (p<0.05.Discussant: The results showed that the teaching basic science courses such as physiology, anatomy, immunology, microbiology, and biochemistry should accompany new strategies in teaching and learning. One of these is the inclusion by the teachers of retrieval cues in any course so as to facilitate learning.Keywords: knowledge retention, basic sciences
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Students' perceptions of learning environment in Guilan University of Medical Sciences
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Mahdokht Taheri
2013-05-01
Full Text Available Background and purpose: There is an increasing interest and concern regarding the role of learning environment in undergraduate medical education in recent years. Educational environment is one of the most important factors determining the success of an effective curriculum. The quality of educational environment has been identified to be crucial for effective learning.we compared the perceptions of Basic sciences students and clinical phase regarding the learning environment and also to identify the gender related differences in their perceptions.Method: In this study, the Dundee Ready Education Environment Measure (DREEM inventory was used. The total score for all subscales is 200. In this study, DREEM was administered to undergraduate medical students of basic sciences students (n=120, and clinical phase (n= 100 and the scores were compared using a nonparametric test.Results Between the two batches, basic sciences students were found to be more than satisfied with the learning environment at GUMS compared to the clinical phase. Gender wise, there was not much difference in the students' perceptions.Conclusion: This study revealed that both groups of students perceived learning environment relatively more Negative than Positive in GUMS. It is essential for faculty members to place more efforts on observing principals of instructional design and create an appropriate educational environment in order to provide a better learning for students.Keywords:LEARNING ENVIRONMENT,,MEDICAL SCHOOL
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Teaching the science of learning.
Weinstein, Yana; Madan, Christopher R; Sumeracki, Megan A
2018-01-01
The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.
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Physiotherapy Students’ Attitudes to Basic Medical Sciences Courses
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Vasaghi Gharamaleki B
2015-04-01
Full Text Available Aims: Students’ attitude to the basic sciences courses has a considerable impact in their clinical practice. The aim of this study was to investigate the attitudes of undergraduate and graduate students to the Physiotherapy rather than basic science. Instrument & Methods: This descriptive cross-sectional study was done on 151 undergraduate and graduate schools of Physiotherapy and Rehabilitation, Tehran and Iran University of Medical Sciences students using easy access sampling in October and November of 2012. To evaluate the attitude and the importance and effectiveness subscales the West questionnaire was used. Data were analyzed using SPSS 17 software using One-way ANOVA, independent T, and logistic regression tests. Findings: There was a significant difference between the sexes in response to items 1, 4, 7 and 8. The attitudes mean and the importance and effectiveness subscales were greater in women in the bachelor fifth and seventh semesters. The attitude and the importance of women were significantly more positive than men in Master degree students of the first semester, but there was no statistically significant difference between the sexes in the third semester of the Master degree students. Conclusion: Bachelor and Master students' positive attitudes toward physical science is affected by their gender and women pay more attention to learn treatment physiologically details, while men are more likely to emphasize on the results of the treatment. By increasing the presence of women in Master degrees their attitude get closer to men.
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Positron emission tomography basic sciences
Townsend, D W; Valk, P E; Maisey, M N
2003-01-01
Essential for students, science and medical graduates who want to understand the basic science of Positron Emission Tomography (PET), this book describes the physics, chemistry, technology and overview of the clinical uses behind the science of PET and the imaging techniques it uses. In recent years, PET has moved from high-end research imaging tool used by the highly specialized to an essential component of clinical evaluation in the clinic, especially in cancer management. Previously being the realm of scientists, this book explains PET instrumentation, radiochemistry, PET data acquisition and image formation, integration of structural and functional images, radiation dosimetry and protection, and applications in dedicated areas such as drug development, oncology, and gene expression imaging. The technologist, the science, engineering or chemistry graduate seeking further detailed information about PET, or the medical advanced trainee wishing to gain insight into the basic science of PET will find this book...
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78 FR 47677 - Basic Energy Sciences Advisory Committee
2013-08-06
... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Office of Science... hereby given that the Basic Energy Sciences Advisory Committee's (BESAC) charter will be renewed for a two-year period. The Committee will provide advice and recommendations to the Office of Science on the...
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78 FR 6088 - Basic Energy Sciences Advisory Committee
2013-01-29
... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Office of Science... Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86 Stat... INFORMATION CONTACT: Katie Perine, Office of Basic Energy Sciences, U.S. Department of Energy; SC-22...
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Learning Science and the Science of Learning. Science Educators' Essay Collection.
Bybee, Rodger W., Ed.
This yearbook addresses critical issues in science learning and teaching. Contents are divided into four sections: (1) "How Do Students Learn Science?"; (2) "Designing Curriculum for Student Learning"; (3) "Teaching That Enhances Student Learning"; and (4) "Assessing Student Learning." Papers include: (1) "How Students Learn and How Teachers…
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Directory of Open Access Journals (Sweden)
Leila Roshangar
2014-05-01
Full Text Available Introduction: The basic medical sciences section requires 2.5 years in the medical education curriculum. Practical courses complement theoretical knowledge in this period to improve their appreciation. Despite spending lots of disbursement and time, this period’s efficacy is not clearly known. Methods: One hundred thirty-three General Practitioner (GP students have been included in this descriptive cross-sectional study and were asked by questionnaire about the positive impact of practical courses on learning theoretical knowledge. Data were analyzed by descriptive statistics. Result: The agreement in “Practical Head and Neck Anatomy” was 40.91% ± 29.45, in “Practical Trunk Anatomy” was 63.62% ± 2.32 and in “Practical Anatomy of Extremities” was 56.16% ± 2.57. In “Practical Histology”, agreement was 69.50%±2.19; “Practical Biophysics” was 45.97%±2.25, “Practical Physiology” 61.75%±2.17; “Practical Biochemistry” 36.28%±2.42; “Practical Pathology” 59.80%±2.53; “Practical Immunology” 56.25%±26.40; “Practical Microbiology and Virology” 60.39%±2.27 and “Practical Mycology and Parasitology” 68.2%± 2.16.Conclusion: GP students in Tabriz University of Medical Sciences are not optimistic about the applicability of practical courses of basic medical sciences lessons.
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FWP executive summaries: Basic energy sciences materials sciences programs
Energy Technology Data Exchange (ETDEWEB)
Samara, G.A.
1996-02-01
This report provides an Executive Summary of the various elements of the Materials Sciences Program which is funded by the Division of Materials Sciences, Office of Basic Energy Sciences, U.S. Department of Energy at Sandia National Laboratories, New Mexico.
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Maza, Paul; Miller, Allison; Carson, Brian; Hermanson, John
2018-01-01
Learning and retaining science content may be increased by applying the basic science material to real-world situations. Discussing cases with students during lectures and having them participate in laboratory exercises where they apply the science content to practical situations increases students' interest and enthusiasm. A summer course in…
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The relevance of basic sciences in undergraduate medical education.
Lynch, C; Grant, T; McLoughlin, P; Last, J
2016-02-01
Evolving and changing undergraduate medical curricula raise concerns that there will no longer be a place for basic sciences. National and international trends show that 5-year programmes with a pre-requisite for school chemistry are growing more prevalent. National reports in Ireland show a decline in the availability of school chemistry and physics. This observational cohort study considers if the basic sciences of physics, chemistry and biology should be a prerequisite to entering medical school, be part of the core medical curriculum or if they have a place in the practice of medicine. Comparisons of means, correlation and linear regression analysis assessed the degree of association between predictors (school and university basic sciences) and outcomes (year and degree GPA) for entrants to a 6-year Irish medical programme between 2006 and 2009 (n = 352). We found no statistically significant difference in medical programme performance between students with/without prior basic science knowledge. The Irish school exit exam and its components were mainly weak predictors of performance (-0.043 ≥ r ≤ 0.396). Success in year one of medicine, which includes a basic science curriculum, was indicative of later success (0.194 ≥ r (2) ≤ 0.534). University basic sciences were found to be more predictive than school sciences in undergraduate medical performance in our institution. The increasing emphasis of basic sciences in medical practice and the declining availability of school sciences should mandate medical schools in Ireland to consider how removing basic sciences from the curriculum might impact on future applicants.
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75 FR 6369 - Basic Energy Sciences Advisory Committee
2010-02-09
... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of Open Meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...
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76 FR 41234 - Basic Energy Sciences Advisory Committee
2011-07-13
... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...
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78 FR 38696 - Basic Energy Sciences Advisory Committee
2013-06-27
... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of Open Meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86 Stat...
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77 FR 41395 - Basic Energy Sciences Advisory Committee
2012-07-13
... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...
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76 FR 8358 - Basic Energy Sciences Advisory Committee
2011-02-14
... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...
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Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L
2008-07-01
Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.
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Coordinating the undergraduate medical (MBBS basic sciences programme in a Nepalese medical school
Directory of Open Access Journals (Sweden)
Shankar PR
2011-06-01
Full Text Available KIST Medical College follows the curriculum of the Institute ofMedicine, Tribhuvan University. The programme aims toproduce socially responsible and competent physicians whoare willing and able to meet the existing and emergingchallenges of the national and international healthcaresystem. The first cohort of undergraduate medical students(MBBS students was admitted in November 2008 and threecohorts including the one admitted in 2008 have beenadmitted at the time of writing. The basic science subjects aretaught in an integrated, organ-system-based manner withcommunity medicine during the first two years. I wasappointed as the MBBS Phase I programme coordinator inSeptember 2008 and in this article I share my experiences ofrunning the basic sciences programme and also offersuggestions for running an efficient academic programme. Themanuscript will be of special interest to readers runningundergraduate medical programmes. The reader canunderstand our experiences in running the programme inadverse circumstances, learning to achieve greater integrationamong basic science, community medicine and clinicaldepartments, obtain information about a communitydiagnosis programme and know about running specialmodules on the medical humanities and pharmaceuticalpromotion.
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Basic Sciences Fertilizing Clinical Microbiology and Infection Management.
Baquero, Fernando
2017-08-15
Basic sciences constitute the most abundant sources of creativity and innovation, as they are based on the passion of knowing. Basic knowledge, in close and fertile contact with medical and public health needs, produces distinct advancements in applied sciences. Basic sciences play the role of stem cells, providing material and semantics to construct differentiated tissues and organisms and enabling specialized functions and applications. However, eventually processes of "practice deconstruction" might reveal basic questions, as in de-differentiation of tissue cells. Basic sciences, microbiology, infectious diseases, and public health constitute an epistemological gradient that should also be an investigational continuum. The coexistence of all these interests and their cross-fertilization should be favored by interdisciplinary, integrative research organizations working simultaneously in the analytical and synthetic dimensions of scientific knowledge. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America.
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Klahr, David; Nigam, Milena
2004-10-01
In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.
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De Leng, Bas; Gijlers, Hannie
2015-05-01
To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Opinions and perceptions of students (n = 70) and tutors (n = 4) who used collaborative diagramming in tutorial groups were collected with a questionnaire and focus group discussions. A framework derived from the analysis of discourse in computer-supported collaborative leaning was used to construct the questionnaire. Video observations were used during the focus group discussions. Both students and tutors felt that collaborative diagramming positively affected discussion and knowledge construction. Students particularly appreciated that diagrams helped them to structure knowledge, to develop an overview of topics, and stimulated them to find relationships between topics. Tutors emphasized that diagramming increased interaction and enhanced the focus and detail of the discussion. Favourable conditions were the following: working with a shared whiteboard, using a diagram format that facilitated distribution, and applying half filled-in diagrams for non-content expert tutors and\\or for heterogeneous groups with low achieving students. The empirical findings in this study support the findings of earlier more descriptive studies that diagramming in a collaborative setting is valuable for learning complex knowledge in medicine.
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Bakri, F.; Muliyati, D.
2018-05-01
This research aims to design e-learning resources with multiple representations based on a contextual approach for the Basic Physics Course. The research uses the research and development methods accordance Dick & Carey strategy. The development carried out in the digital laboratory of Physics Education Department, Mathematics and Science Faculty, Universitas Negeri Jakarta. The result of the process of product development with Dick & Carey strategy, have produced e-learning design of the Basic Physics Course is presented in multiple representations in contextual learning syntax. The appropriate of representation used in the design of learning basic physics include: concept map, video, figures, data tables of experiment results, charts of data tables, the verbal explanations, mathematical equations, problem and solutions example, and exercise. Multiple representations are presented in the form of contextual learning by stages: relating, experiencing, applying, transferring, and cooperating.
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Emulsion Science Basic Principles
Leal-Calderon, Fernando; Schmitt, Véronique
2007-01-01
Emulsions are generally made out of two immiscible fluids like oil and water, one being dispersed in the second in the presence of surface-active compounds.They are used as intermediate or end products in a huge range of areas including the food, chemical, cosmetic, pharmaceutical, paint, and coating industries. Besides the broad domain of technological interest, emulsions are raising a variety of fundamental questions at the frontier between physics and chemistry. This book aims to give an overview of the most recent advances in emulsion science. The basic principles, covering aspects of emulsions from their preparation to their destruction, are presented in close relation to both the fundamental physics and the applications of these materials. The book is intended to help scientists and engineers in formulating new materials by giving them the basics of emulsion science.
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Nesse, Randolph M; Bergstrom, Carl T; Ellison, Peter T; Flier, Jeffrey S; Gluckman, Peter; Govindaraju, Diddahally R; Niethammer, Dietrich; Omenn, Gilbert S; Perlman, Robert L; Schwartz, Mark D; Thomas, Mark G; Stearns, Stephen C; Valle, David
2010-01-26
New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease.
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Restructuring a basic science course for core competencies: an example from anatomy teaching.
Gregory, Jeremy K; Lachman, Nirusha; Camp, Christopher L; Chen, Laura P; Pawlina, Wojciech
2009-09-01
Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.
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Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas
2016-01-01
The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…
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Crossing borders: High school science teachers learning to teach the specialized language of science
Patrick, Jennifer Drake
The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University
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Student Motivation and Learning in Mathematics and Science: A Cluster Analysis
Ng, Betsy L. L.; Liu, W. C.; Wang, John C. K.
2016-01-01
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy,…
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An Elective Course on the Basic and Clinical Sciences Aspects of Vitamins and Minerals
2013-01-01
Objective. To develop and implement an elective course on vitamins and minerals and their usefulness as dietary supplements. Design. A 2-credit-hour elective course designed to provide students with the most up-to-date basic and clinical science information on vitamins and minerals was developed and implemented in the doctor of pharmacy (PharmD) curriculum. In addition to classroom lectures, an active-learning component was incorporated in the course in the form of group discussion. Assessment. Student learning was demonstrated by examination scores. Performance on pre- and post-course surveys administered in 2011 demonstrated a significant increase in students’ knowledge of the basic and clinical science aspects of vitamins and minerals, with average scores increasing from 61% to 86%. At the end of the semester, students completed a standard course evaluation. Conclusion. An elective course on vitamin and mineral supplements was well received by pharmacy students and helped them to acquire knowledge and competence in patient counseling regarding safe, appropriate, effective, and economical use of these products. PMID:23463149
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An elective course on the basic and clinical sciences aspects of vitamins and minerals.
Islam, Mohammed A
2013-02-12
Objective. To develop and implement an elective course on vitamins and minerals and their usefulness as dietary supplements. Design. A 2-credit-hour elective course designed to provide students with the most up-to-date basic and clinical science information on vitamins and minerals was developed and implemented in the doctor of pharmacy (PharmD) curriculum. In addition to classroom lectures, an active-learning component was incorporated in the course in the form of group discussion. Assessment. Student learning was demonstrated by examination scores. Performance on pre- and post-course surveys administered in 2011 demonstrated a significant increase in students' knowledge of the basic and clinical science aspects of vitamins and minerals, with average scores increasing from 61% to 86%. At the end of the semester, students completed a standard course evaluation. Conclusion. An elective course on vitamin and mineral supplements was well received by pharmacy students and helped them to acquire knowledge and competence in patient counseling regarding safe, appropriate, effective, and economical use of these products.
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Roth, Wolff-Michael
2012-06-01
Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.
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Wang, Su; Liu, Xiufeng; Zhao, Yandong
2012-09-01
As the breadth and depth of economic reforms increase in China, growing attention is being paid to equalities in opportunities to learn science by students of various backgrounds. In early 2009, the Chinese Ministry of Education and Ministry of Science and Technology jointly sponsored a national survey of urban eighth-grade students' science literacy along with their family and school backgrounds. The present study focused on students' understanding of basic science concepts and principles (BSCP), a subset of science literacy. The sample analyzed included 3,031 students from 109 randomly selected classes/schools. Correlation analysis, one-way analysis of variance, and two-level linear regression were conducted. The results showed that having a refrigerator, internet, more books, parents purchasing books and magazines related to school work, higher father's education level, and parents' higher expectation of the education level of their child significantly predicted higher BSCP scores; having siblings at home, owning an apartment, and frequently contacting teachers about the child significantly predicted lower BSCP scores. At the school level, the results showed that being in the first-tier or key schools, having school libraries, science popularization galleries, computer labs, adequate equipment for teaching, special budget for teacher training, special budget for science equipment, and mutual trust between teachers and students significantly predicated higher BSCP scores; and having science and technology rooms, offering science and technology interest clubs, special budget for science curriculum development, and special budget for science social practice activities significantly predicted lower BSCP scores. The implications of the above findings are discussed.
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Aligning library instruction with the needs of basic sciences graduate students: a case study.
O'Malley, Donna; Delwiche, Frances A
2012-10-01
How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Modifying the program's content and structure resulted in a program that appealed to the target audience.
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Very long-term retention of basic science knowledge in doctors after graduation.
Custers, Eugène J F M; Ten Cate, Olle T J
2011-04-01
Despite frequent complaints that biomedical knowledge is quickly forgotten after it has been learned, few investigations of actual long-term retention of basic science knowledge have been conducted in the medical domain. Our aim was to illuminate the long-term retention of basic science knowledge, particularly of unrehearsed knowledge. Using a cross-sectional study design, medical students and doctors in the Netherlands were tested for retention of basic science knowledge. Relationships between retention interval and proportion of correct answers on a knowledge test were investigated. The popular notion that most of basic science knowledge is forgotten shortly after graduation is not supported by our findings. With respect to the full test scores, which reflect a composite of unrehearsed and rehearsed knowledge, performance decreased from approximately 40% correct answers for students still in medical school, to 25-30% correct answers for doctors after many years of practice. When rehearsal during the retention interval is controlled for, it appears that little knowledge is lost for 1.5-2 years after it was last used; from then on, retention is best described by a negatively accelerated (logarithmic) forgetting curve. After ≥ 25 years, retention levels were in the range of 15-20%. Conclusions about the forgetting of unrehearsed knowledge in this study are in line with findings reported in other domains: it proceeds in accordance with the Ebbinghaus curve for meaningful material, except that in our findings the 'downward' part appears to start later than in most other studies. The limitations of the study are discussed and possible ramifications for medical education are proposed. © Blackwell Publishing Ltd 2011.
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Integration and timing of basic and clinical sciences education.
Bandiera, Glen; Boucher, Andree; Neville, Alan; Kuper, Ayelet; Hodges, Brian
2013-05-01
Medical education has traditionally been compartmentalized into basic and clinical sciences, with the latter being viewed as the skillful application of the former. Over time, the relevance of basic sciences has become defined by their role in supporting clinical problem solving rather than being, of themselves, a defining knowledge base of physicians. As part of the national Future of Medical Education in Canada (FMEC MD) project, a comprehensive empirical environmental scan identified the timing and integration of basic sciences as a key pressing issue for medical education. Using the literature review, key informant interviews, stakeholder meetings, and subsequent consultation forums from the FMEC project, this paper details the empirical basis for focusing on the role of basic science, the evidentiary foundations for current practices, and the implications for medical education. Despite a dearth of definitive relevant studies, opinions about how best to integrate the sciences remain strong. Resource allocation, political power, educational philosophy, and the shift from a knowledge-based to a problem-solving profession all influence the debate. There was little disagreement that both sciences are important, that many traditional models emphasized deep understanding of limited basic science disciplines at the expense of other relevant content such as social sciences, or that teaching the sciences contemporaneously rather than sequentially has theoretical and practical merit. Innovations in integrated curriculum design have occurred internationally. Less clear are the appropriate balance of the sciences, the best integration model, and solutions to the political and practical challenges of integrated curricula. New curricula tend to emphasize integration, development of more diverse physician competencies, and preparation of physicians to adapt to evolving technology and patients' expectations. Refocusing the basic/clinical dichotomy to a foundational
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Basic Principles of Animal Science. Reprinted.
Florida State Dept. of Education, Tallahassee.
The reference book is designed to fulfill the need for organized subject matter dealing with basic principles of animal science to be incorporated into the high school agriculture curriculum. The material presented is scientific knowledge basic to livestock production. Five units contain specific information on the following topics: anatomy and…
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Basic mathematics for the biological and social sciences
Marriott, F H C
2013-01-01
Basic Mathematics for the Biological and Social Sciences deals with the applications of basic mathematics in the biological and social sciences. Mathematical concepts that are discussed in this book include graphical methods, differentiation, trigonometrical or circular functions, limits and convergence, integration, vectors, and differential equations. The exponential function and related functions are also considered. This monograph is comprised of 11 chapters and begins with an overview of basic algebra, followed by an introduction to infinitesimal calculus, scalar and vector quantities, co
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Value learning through reinforcement : The basics of dopamine and reinforcement learning
Daw, N.D.; Tobler, P.N.; Glimcher, P.W.; Fehr, E.
2013-01-01
This chapter provides an overview of reinforcement learning and temporal difference learning and relates these topics to the firing properties of midbrain dopamine neurons. First, we review the RescorlaWagner learning rule and basic learning phenomena, such as blocking, which the rule explains. Then
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Improving together: collaborative learning in science communication
Stiller-Reeve, Mathew
2015-04-01
Most scientists today recognise that science communication is an important part of the scientific process. Despite this recognition, science writing and communication are generally taught outside the normal academic schedule. If universities offer such courses, they are generally short-term and intensive. On the positive side, such courses rarely fail to motivate. At no fault of their own, the problem with such courses lies in their ephemeral nature. The participants rarely complete a science communication course with an immediate and pressing need to apply these skills. And so the skills fade. We believe that this stalls real progress in the improvement of science communication across the board. Continuity is one of the keys to success! Whilst we wait for the academic system to truly integrate science communication, we can test and develop other approaches. We suggest a new approach that aims to motivate scientists to continue nurturing their communication skills. This approach adopts a collaborative learning framework where scientists form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online. In this way, the participants learn and cement basic writing skills. These skills are transferrable, and can be applied to scientific articles as well as other science communication media. In this presentation we reflect on an ongoing project, which applies a collaborative learning framework to help young and early career scientists improve their writing skills. We see that this type of project could be extended to other media such as podcasts, or video shorts.
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Exploring Attractiveness of the Basic Sciences for Female Physicians.
Yamazaki, Yuka; Fukushima, Shinji; Kozono, Yuki; Uka, Takanori; Marui, Eiji
2018-01-01
In Japan, traditional gender roles of women, especially the role of motherhood, may cause early career resignations in female physicians and a shortage of female researchers. Besides this gender issue, a general physician shortage is affecting basic science fields. Our previous study suggested that female physicians could be good candidates for the basic sciences because such work offers good work-life balance. However, the attractiveness for female physicians of working in the basic sciences, including work-life balance, is not known. In a 2012 nationwide cross-sectional questionnaire survey, female physicians holding tenured positions in the basic sciences at Japan's medical schools were asked an open-ended question about positive aspects of basic sciences that clinical medicine lacks, and we analyzed 58 respondents' comments. Qualitative analysis using the Kawakita Jiro method revealed four positive aspects: research attractiveness, priority on research productivity, a healthy work-life balance, and exemption from clinical duties. The most consistent positive aspect was research attractiveness, which was heightened by medical knowledge and clinical experience. The other aspects were double-edged swords; for example, while the priority on research productivity resulted in less gender segregation, it sometimes created tough competition, and while exemption from clinical duties contributed to a healthy work-life balance, it sometimes lowered motivation as a physician and provided unstable income. Overall, if female physicians lack an intrinsic interest in research and seek good work-life balance, they may drop out of research fields. Respecting and cultivating students' research interest is critical to alleviating the physician shortage in the basic sciences.
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Feliciano, Josephine S.; Mandapat, Louie Carl R.; Khan, Concepcion L.
2013-01-01
This paper presents the open learning initiatives of the Science Education Institute of the Department of Science and Technology to overcome certain barriers, such as enabling access, cost of replication, timely feedback, monitoring and continuous improvement of learning modules. Using an open-education model, like MIT's (Massachusetts Institute…
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Spatial Learning: Conditions and Basic Effects
Directory of Open Access Journals (Sweden)
Victoria D. Chamizo
2002-01-01
Full Text Available A growing body of evidence suggests that the spatial and the temporal domains seem to share the same or similar conditions, basic effects, and mechanisms. The blocking, unblocking and overshadowing experiments (and also those of latent inhibition and perceptual learning reviewed by Prados and Redhead in this issue show that to exclude associative learning as a basic mechanism responsible for spatial learning is quite inappropriate. All these results, especially those obtained with strictly spatial tasks, seem inconsistent with OKeefe and Nadels account of true spatial learning or locale learning. Their theory claims that this kind of learning is fundamentally different and develops with total independence from other ways of learning (like classical and instrumental conditioning -taxon learning. In fact, the results reviewed can be explained appealing on to a sophisticated guidance system, like for example the one proposed by Leonard and McNaughton (1990; see also McNaughton and cols, 1996. Such a system would allow that an animal generates new space information: given the distance and address from of A to B and from A to C, being able to infer the distance and the address from B to C, even when C is invisible from B (see Chapuis and Varlet, 1987 -the contribution by McLaren in this issue constitutes a good example of a sophisticated guidance system.
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Basic Energy Sciences FY 2011 Research Summaries
Energy Technology Data Exchange (ETDEWEB)
None
2011-01-01
This report provides a collection of research abstracts for more than 1,300 research projects funded by the Office of Basic Energy Sciences (BES) in Fiscal Year 2011 at some 180 institutions across the U.S. This volume is organized along the three BES divisions: Materials Sciences and Engineering; Chemical Sciences, Geosciences, and Biosciences; and Scientific User Facilities.
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Campos-Sánchez, Antonio; López-Núñez, Juan Antonio; Carriel, Víctor; Martín-Piedra, Miguel-Ángel; Sola, Tomás; Alaminos, Miguel
2014-01-01
Background: The students' motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade-motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Methods: Glynn Science Motivation Questionnaire ...
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The United Nations Basic Space Science Initiative
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
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Basic Energy Sciences FY 2012 Research Summaries
Energy Technology Data Exchange (ETDEWEB)
None
2012-01-01
This report provides a collection of research abstracts and highlights for more than 1,400 research projects funded by the Office of Basic Energy Sciences (BES) in Fiscal Year 2012 at some 180 institutions across the U.S. This volume is organized along the three BES Divisions: Materials Sciences and Engineering; Chemical Sciences, Geosciences, and Biosciences; and Scientific User Facilities.
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Basic Energy Sciences FY 2014 Research Summaries
Energy Technology Data Exchange (ETDEWEB)
None
2014-01-01
This report provides a collection of research abstracts and highlights for more than 1,200 research projects funded by the Office of Basic Energy Sciences (BES) in Fiscal Year 2014 at some 200 institutions across the U.S. This volume is organized along the three BES Divisions: Materials Sciences and Engineering; Chemical Sciences, Geosciences, and Biosciences; and Scientific User Facilities.
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Speaking of food: connecting basic and applied plant science.
Gross, Briana L; Kellogg, Elizabeth A; Miller, Allison J
2014-10-01
The Food and Agriculture Organization (FAO) predicts that food production must rise 70% over the next 40 years to meet the demands of a growing population that is expected to reach nine billion by the year 2050. Many facets of basic plant science promoted by the Botanical Society of America are important for agriculture; however, more explicit connections are needed to bridge the gap between basic and applied plant research. This special issue, Speaking of Food: Connecting Basic and Applied Plant Science, was conceived to showcase productive overlaps of basic and applied research to address the challenges posed by feeding billions of people and to stimulate more research, fresh connections, and new paradigms. Contributions to this special issue thus illustrate some interactive areas of study in plant science-historical and modern plant-human interaction, crop and weed origins and evolution, and the effects of natural and artificial selection on crops and their wild relatives. These papers provide examples of how research integrating the basic and applied aspects of plant science benefits the pursuit of knowledge and the translation of that knowledge into actions toward sustainable production of crops and conservation of diversity in a changing climate. © 2014 Botanical Society of America, Inc.
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Directory of Open Access Journals (Sweden)
Xing Xia
2017-06-01
Full Text Available [Purpose/significance] The National Natural Science Foundation of China (NSFC is one of the most important channels to support basic research in China. Competition for funding by the NSFC has been a very important indicator to measure the basic research level of various province and scientific research institutions. [Method/process] By combing and analyzing the status quo of NSFC in medical science, it is helpful to narrow the provincial gap and improve the basic research of medical science in China. Based on the project information of NSFC and previous scholars’ research, the paper update the index of basic research competitiveness, and analyzes project number and project funding of medical science during 2006-2016. At the same time, the competitiveness of medical science basic research and its changing trend in 31 provinces of China are analyzed. [Result/conclusion] The result shows that, in recent years, China’s basic scientific research has greatly improved, but there is a large gap between the provinces.
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Organizational Learning: Some Basic Questions and Answers
Directory of Open Access Journals (Sweden)
Miran Mihelčič
2014-05-01
Full Text Available The term “organizational learning” raises a broad range of questions, specifically with regard to its contents. Following the thoughts of eminent philosophers, such as Aristotle and Confucius, the contribution of scientists in any research field to the corpus of human knowledge should also be based on the proper governing of the use of language. Therefore it is, first, of serious importance to be aware that organizational learning is just one dimension or element of the learning organization and not vice versa; second, a good comprehension of basic categories related to the organizational side of (formal social units’ functioning is an imperative part of organizational learning process. In writing this paper, the author started from his experiences acquired in his role as a lecturer on the subject “Theory of Organization”, in which the goal of lecturing was explained to students as gaining knowledge about cooperation and competition of people in the entities of rational production of goods. To generalize the presented questions and answers regarding the use of term “organization” in the field of management, certain similarities and comparisons were sought and found in other fields of science and, more generally, in life itself. After more detailed explanations of other relevant categories for the organizational learning process, the process itself is defined by its goals and steps where the overlapping of the learning process with the organizational change process and the process of increasing organizational capital is shown. Finally, it is also emphasized that the idea of improving internal relationships – as the substance of organization – between employees in a formal social unit through organizational learning could and should be exploited in external relationships between formal social units.
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75 FR 65363 - Basic Behavioral and Social Science Opportunity Network (OppNet)
2010-10-22
... public meeting to promote and publicize the Basic Behavioral and Social Science Opportunity Network (Opp... . Background: The Basic Behavioral and Social Science Opportunity Network (OppNet) is a trans-NIH initiative to expand the agency's funding of basic behavioral and social sciences research (b-BSSR). OppNet prioritizes...
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Lobovikov-Katz, A.
2017-08-01
Acknowledgement of the value of a basic freehand sketch by the information and communication community of researchers and developers brought about the advanced developments for the use of sketches as free input to complicated processes of computerized visualization, so as to make them more widely accessible. However, a sharp reduction and even exclusion of this and other basic visual disciplines from education in sciences, technology, engineering and architecture dramatically reduces the number of future users of such applications. The unique needs of conservation of cultural heritage pose specific challenges as well as encourage the formulation of innovative development tasks in related areas of information and communication technologies (ICT). This paper claims that the introduction of basic visual disciplines to both communities is essential to the effectiveness of integration of heritage conservation needs and the advanced ICT development of conservation value, and beyond. It provides an insight into the challenges and advantages of introducing these subjects in a relevant educational context, presents some examples of their teaching and learning in the modern environment, including e-learning, and sketches perspectives to their application.
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Koski, M.
2014-01-01
In order to understand our dependency on technology and the possible loss of control that comes with it, it is necessary for people to understand the nature of technology as well as its roots in science. Learning basic science and technology concepts should be a part of primary education since it
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Genetic Science Learning Center
Genetic Science Learning Center Making science and health easy for everyone to understand Home News Our Team What We Do ... Collaboration Conferences Current Projects Publications Contact The Genetic Science Learning Center at The University of Utah is a ...
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Statistical learning methods: Basics, control and performance
Energy Technology Data Exchange (ETDEWEB)
Zimmermann, J. [Max-Planck-Institut fuer Physik, Foehringer Ring 6, 80805 Munich (Germany)]. E-mail: zimmerm@mppmu.mpg.de
2006-04-01
The basics of statistical learning are reviewed with a special emphasis on general principles and problems for all different types of learning methods. Different aspects of controlling these methods in a physically adequate way will be discussed. All principles and guidelines will be exercised on examples for statistical learning methods in high energy and astrophysics. These examples prove in addition that statistical learning methods very often lead to a remarkable performance gain compared to the competing classical algorithms.
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Statistical learning methods: Basics, control and performance
International Nuclear Information System (INIS)
Zimmermann, J.
2006-01-01
The basics of statistical learning are reviewed with a special emphasis on general principles and problems for all different types of learning methods. Different aspects of controlling these methods in a physically adequate way will be discussed. All principles and guidelines will be exercised on examples for statistical learning methods in high energy and astrophysics. These examples prove in addition that statistical learning methods very often lead to a remarkable performance gain compared to the competing classical algorithms
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Solar heating. Vol. 1. Basic knowledge of thermal science
Energy Technology Data Exchange (ETDEWEB)
Jauffret, C.
1982-01-01
This document deals with general basic knowledge of thermal sciences: basics of thermodynamics, heat transfer, studies of thermal exchanges in the building industry including ventilation and the effects of the wind, basics and techniques of central heating and refrigeration (technologies, calculations, thermodynamic cycles and refrigerating machines).
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Test of Science Process Skills of Biology Students towards Developing of Learning Exercises
Directory of Open Access Journals (Sweden)
Judith S. Rabacal
2016-11-01
Full Text Available This is a descriptive study aimed to determine the academic achievement on science process skills of the BS Biology Students of Northern Negros State College of Science and Technology, Philippines with the end view of developing learning exercises which will enhance their academic achievement on basic and integrated science process skills. The data in this study were obtained using a validated questionnaire. Mean was the statistical tool used to determine the academic achievement on the above mentioned science process skills; t-test for independent means was used to determine significant difference on the academic achievement of science process skills of BS Biology students while Pearson Product Moment of Correlation Coefficient was used to determine the significant relationship between basic and integrated science process skills of the BS Biology students. A 0.05 level of significance was used to determine whether the hypothesis set in the study will be rejected or accepted. Findings revealed that the academic achievement on basic and integrated science process skills of the BS Biology students was average. Findings revealed that there are no significant differences on the academic performance of the BS Biology students when grouped according to year level and gender. Findings also revealed that there is a significant difference on the academic achievement between basic and integrated science process skills of the BS Biology students. Findings revealed that there is a significant relationship between academic achievement on the basic and integrated science process skills of the BS Biology students.
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Basic safety principles: Lessons learned
International Nuclear Information System (INIS)
Erp, J.B. van
1997-01-01
The presentation reviews the following issues: basic safety principles and lessons learned; some conclusions from the Kemeny report on the accident at TMI; some recommendations from the Kemeny report on the accident at TMI; conclusions and recommendations from the Rogovin report on the accident on TMI; instrumentation deficiencies (from Rogovin report)
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Basic safety principles: Lessons learned
Energy Technology Data Exchange (ETDEWEB)
Erp, J.B. van [Argonne National Lab., IL (United States)
1997-09-01
The presentation reviews the following issues: basic safety principles and lessons learned; some conclusions from the Kemeny report on the accident at TMI; some recommendations from the Kemeny report on the accident at TMI; conclusions and recommendations from the Rogovin report on the accident on TMI; instrumentation deficiencies (from Rogovin report).
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FWP executive summaries: basic energy sciences materials sciences and engineering program (SNL/NM).
Energy Technology Data Exchange (ETDEWEB)
Samara, George A.; Simmons, Jerry A.
2006-07-01
This report presents an Executive Summary of the various elements of the Materials Sciences and Engineering Program which is funded by the Division of Materials Sciences and Engineering, Office of Basic Energy Sciences, U.S. Department of Energy at Sandia National Laboratories, New Mexico. A general programmatic overview is also presented.
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Learning science and science education in a new era.
Aysan, Erhan
2015-06-01
Today, it takes only a few months for the amount of knowledge to double. The volume of information available has grown so much that it cannot be fully encompassed by the human mind. For this reason, science, learning, and education have to change in the third millennium. The question is thus: what is it that needs to be done? The answer may be found through three basic stages. The first stage is persuading scientists of the necessity to change science education. The second stage is more difficult, in that scientists must be told that they should not place an exaggerated importance on their own academic field and that they should see their field as being on an equal basis with other fields. In the last stage, scientists need to condense the bulk of information on their hands to a manageable size. "Change" is the magic word of our time. Change brings about new rules, and this process happens very quickly in a global world. If we scientists do not rapidly change our scientific learning and education, we will find our students and ourselves caught up in an irreversibly destructive and fatal change that sets its own rules, just like the Arab spring.
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Learning science and science education in a new era
Directory of Open Access Journals (Sweden)
Erhan Aysan
2015-06-01
Full Text Available Today, it takes only a few months for the amount of knowledge to double. The volume of information available has grown so much that it cannot be fully encompassed by the human mind. For this reason, science, learning, and education have to change in the third millennium. The question is thus: what is it that needs to be done? The answer may be found through three basic stages. The first stage is persuading scientists of the necessity to change science education. The second stage is more difficult, in that scientists must be told that they should not place an exaggerated importance on their own academic field and that they should see their field as being on an equal basis with other fields. In the last stage, scientists need to condense the bulk of information on their hands to a manageable size. “Change” is the magic word of our time. Change brings about new rules, and this process happens very quickly in a global world. If we scientists do not rapidly change our scientific learning and education, we will find our students and ourselves caught up in an irreversibly destructive and fatal change that sets its own rules, just like the Arab spring.
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Grotenhuis, H.F. te; Matthijssen, A.C.B.
2015-01-01
This supplementary book for the social, behavioral, and health sciences helps readers with no prior knowledge of IBM® SPSS® Statistics, statistics, or mathematics learn the basics of SPSS. Designed to reduce fear and build confidence, the book guides readers through point-and-click sequences using
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Sengul, Ozge Aydin
2016-01-01
The purpose of the current study is to investigate the pre-service teachers' opinions about science within the context of the basic elements of the education program, such as objectives, content, learning-teaching process and evaluation. The study was designed as a case study, one of the qualitative research methods. The participants of the study…
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Nigerian Journal of Basic and Applied Sciences: Editorial Policies
African Journals Online (AJOL)
The Nigerian Journal of Basic and Applied Sciences is a biannual journal ... S.A. Isezuo, College of Health Sciences, UsmanuDanfodiyo University, Sokoto, ... of Mathematics, Statistics Unit, UsmanuDanfodiyo University, Sokoto, Nigeria. 7.
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Basic concepts in social sciences I
Hoede, C.
2000-01-01
In this paper the results are given of an investigation into concepts from Economics, Organization Theory, Political Science, Psychology and Sociology. The goal of this investigation was to find out whether there is a set of concepts that may be considered to be basic to all these five social
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Blueprint for Incorporating Service Learning: A Basic, Developmental, K-12 Service Learning Typology
Terry, Alice W.; Bohnenberger, Jann E.
2004-01-01
Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of service learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive…
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Basic energy sciences at the Oak Ridge National Laboratory
International Nuclear Information System (INIS)
Postma, H.
1985-01-01
The testimony expresses concerns about two areas of the FY-86 budget and goes on to discuss basic energy science programs at ORNL, scientific results, support of technologies, user facilities, recent significant discoveries, support of major facilities and ORNL trends in basic research
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Storytelling in Earth sciences: The eight basic plots
Phillips, Jonathan
2012-11-01
Reporting results and promoting ideas in science in general, and Earth science in particular, is treated here as storytelling. Just as in literature and drama, storytelling in Earth science is characterized by a small number of basic plots. Though the list is not exhaustive, and acknowledging that multiple or hybrid plots and subplots are possible in a single piece, eight standard plots are identified, and examples provided: cause-and-effect, genesis, emergence, destruction, metamorphosis, convergence, divergence, and oscillation. The plots of Earth science stories are not those of literary traditions, nor those of persuasion or moral philosophy, and deserve separate consideration. Earth science plots do not conform those of storytelling more generally, implying that Earth scientists may have fundamentally different motivations than other storytellers, and that the basic plots of Earth Science derive from the characteristics and behaviors of Earth systems. In some cases preference or affinity to different plots results in fundamentally different interpretations and conclusions of the same evidence. In other situations exploration of additional plots could help resolve scientific controversies. Thus explicit acknowledgement of plots can yield direct scientific benefits. Consideration of plots and storytelling devices may also assist in the interpretation of published work, and can help scientists improve their own storytelling.
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Information-seeking behavior of basic science researchers: implications for library services.
Haines, Laura L; Light, Jeanene; O'Malley, Donna; Delwiche, Frances A
2010-01-01
This study examined the information-seeking behaviors of basic science researchers to inform the development of customized library services. A qualitative study using semi-structured interviews was conducted on a sample of basic science researchers employed at a university medical school. The basic science researchers used a variety of information resources ranging from popular Internet search engines to highly technical databases. They generally relied on basic keyword searching, using the simplest interface of a database or search engine. They were highly collegial, interacting primarily with coworkers in their laboratories and colleagues employed at other institutions. They made little use of traditional library services and instead performed many traditional library functions internally. Although the basic science researchers expressed a positive attitude toward the library, they did not view its resources or services as integral to their work. To maximize their use by researchers, library resources must be accessible via departmental websites. Use of library services may be increased by cultivating relationships with key departmental administrative personnel. Despite their self-sufficiency, subjects expressed a desire for centralized information about ongoing research on campus and shared resources, suggesting a role for the library in creating and managing an institutional repository.
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Directory of Open Access Journals (Sweden)
Olopade FE
2016-07-01
Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula
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Kullgren, Justin; Radhakrishnan, Rajan; Unni, Elizabeth; Hanson, Eric
2013-08-12
To describe the development of an integrated pain and palliative care course and to investigate the long-term effectiveness of the course during doctor of pharmacy (PharmD) students' advanced pharmacy practice experiences (APPEs) and in their practice after graduation. Roseman University College of Pharmacy faculty developed a 3-week elective course in pain and palliative care by integrating relevant clinical and pharmaceutical sciences. Instructional strategies included lectures, team and individual activities, case studies, and student presentations. Students who participated in the course in 2010 and 2011 were surveyed anonymously to gain their perception about the class as well as the utility of the course during their APPEs and in their everyday practice. Traditional and nontraditional assessment of students confirmed that the learning outcomes objectives were achieved. Students taking the integrated course on pain management and palliative care achieved mastery of the learning outcome objectives. Surveys of students and practicing pharmacists who completed the course showed that the learning experience as well as retention was improved with the integrated mode of teaching. Integrating basic and clinical sciences in therapeutic courses is an effective learning strategy.
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Learning Science beyond the Classroom.
Ramey-Gassert, Linda
1997-01-01
Examines a cross-section of craft knowledge and research-based literature of science learning beyond the classroom. Describes informal science education programs, and discusses implications for science teaching, focusing on the importance of informal science learning for children and in-service and preservice teachers. Proposes a model for…
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Communicating Science Concepts to Individuals with Visual Impairments Using Short Learning Modules
Stender, Anthony S.; Newell, Ryan; Villarreal, Eduardo; Swearer, Dayne F.; Bianco, Elisabeth; Ringe, Emilie
2016-01-01
Of the 6.7 million individuals in the United States who are visually impaired, 63% are unemployed, and 59% have not attained an education beyond a high school diploma. Providing a basic science education to children and adults with visual disabilities can be challenging because most scientific learning relies on visual demonstrations. Creating…
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Liou, Wei-Kai; Bhagat, Kaushal Kumar; Chang, Chun-Yen
2016-06-01
The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to evaluate the (HIC) system, which incorporates augmented reality, virtual reality and cloud-classroom to teach basic materials science courses. The study followed a pretest-posttest quasi-experimental research design. A total of 92 students (aged 19-20 years), in a second-year undergraduate program, participated in this 18-week-long experiment. The students were divided into an experimental group and a control group. The experimental group (36 males and 10 females) was instructed utilizing the HIC system, while the control group (34 males and 12 females) was led through traditional teaching methods. Pretest, posttest, and delayed posttest scores were evaluated by multivariate analysis of covariance. The results indicated that participants in the experimental group who used the HIC system outperformed the control group, in the both posttest and delayed posttest, across three learning dimensions. Based on these results, the HIC system is recommended to be incorporated in formal materials science learning settings.
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Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School.
van der Hoeven, Dharini; van der Hoeven, Ransome; Zhu, Liang; Busaidy, Kamal; Quock, Ryan L
2018-04-01
Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about
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Sustaining Student Engagement in Learning Science
Ateh, Comfort M.; Charpentier, Alicia
2014-01-01
Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…
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Progress in the Utilization of High-Fidelity Simulation in Basic Science Education
Helyer, Richard; Dickens, Peter
2016-01-01
High-fidelity patient simulators are mainly used to teach clinical skills and remain underutilized in teaching basic sciences. This article summarizes our current views on the use of simulation in basic science education and identifies pitfalls and opportunities for progress.
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Learning Science: Some Insights from Cognitive Science
Matthews, P. S. C.
Theories of teaching and learning, including those associated with constructivism, often make no overt reference to an underlying assumption that they make; that is, human cognition depends on domain-free, general-purpose processing by the brain. This assumption is shown to be incompatible with evidence from studies of children's early learning. Rather, cognition is modular in nature, and often domain-specific. Recognition of modularity requires a re-evaluation of some aspects of current accounts of learning science. Especially, children's ideas in science are sometimes triggered rather than learned. It is in the nature of triggered conceptual structures that they are not necessarily expressible in language, and that they may not be susceptible to change by later learning.
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Hikmah, N.; Yamtinah, S.; Ashadi; Indriyanti, N. Y.
2018-05-01
A Science process skill (SPS) is a fundamental scientific method to achieve good knowledge. SPS can be categorized into two levels: basic and integrated. Learning SPS helps children to grow as individuals who can access knowledge and know how to acquire it. The primary outcomes of the scientific process in learning are the application of scientific processes, scientific reasoning, accurate knowledge, problem-solving, and understanding of the relationship between science, technology, society, and everyday life’s events. Teachers’ understanding of SPS is central to the application of SPS in a learning process. Following this point, this study aims to investigate the high school chemistry teachers’ understanding of SPS pertains to their assessment of SPS in chemistry learning. The understanding of SPS is measured from the conceptual and operational aspects of SPS. This research uses qualitative analysis method, and the sample consists of eight chemistry teachers selected by random sampling. A semi-structured interview procedure is used to collect the data. The result of the analysis shows that teachers’ conceptual and operational understanding of SPS is weak. It affects the accuracy and appropriateness of the teacher’s selection of SPS assessment in chemistry learning.
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Basic science research in urology training.
Eberli, D; Atala, A
2009-04-01
The role of basic science exposure during urology training is a timely topic that is relevant to urologic health and to the training of new physician scientists. Today, researchers are needed for the advancement of this specialty, and involvement in basic research will foster understanding of basic scientific concepts and the development of critical thinking skills, which will, in turn, improve clinical performance. If research education is not included in urology training, future urologists may not be as likely to contribute to scientific discoveries.Currently, only a minority of urologists in training are currently exposed to significant research experience. In addition, the number of physician-scientists in urology has been decreasing over the last two decades, as fewer physicians are willing to undertake a career in academics and perform basic research. However, to ensure that the field of urology is driving forward and bringing novel techniques to patients, it is clear that more research-trained urologists are needed. In this article we will analyse the current status of basic research in urology training and discuss the importance of and obstacles to successful addition of research into the medical training curricula. Further, we will highlight different opportunities for trainees to obtain significant research exposure in urology.
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ONLINE SCIENCE LEARNING:Best Practices and Technologies
Directory of Open Access Journals (Sweden)
TOJDE
2009-04-01
Full Text Available This essential publication is for all research and academic libraries, especially those institutions with online and distance education courses available in their science education programs. This book will also benefit audiences within the science education community of practice and others interested in STEM education, virtual schools, e-learning, m-learning, natural sciences, physical sciences, biological sciences, geosciences, online learning models, virtual laboratories, virtual field trips, cyberinfrastructure, neurological learning and the neuro-cognitive model. The continued growth in general studies and liberal arts and science programs online has led to a rise in the number of students whose science learning experiences are partially or exclusively online. character and quality of online science instruction.
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Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi
2016-01-01
The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.
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191 Students' Self-Concept and Their Achievement in Basic Science ...
African Journals Online (AJOL)
User
2011-07-21
Jul 21, 2011 ... Achievement Test in Basic showed Science (SATBS) were employed as .... Higher Studies; Teacher-Students opinion and found out that students .... Factors and Pupils Leaning Outcome in Bended Primary Science Project,.
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J.G. Bagi; N.K. Hashilkar
2014-01-01
Background: Blended learning includes an integration of face to face classroom learning with technology enhanced online material. It provides the convenience, speed and cost effectiveness of e-learning with the personal touch of traditional learning. Objective: The objective of the present study was to assess the effectiveness of a combination of e-learning module and traditional teaching (Blended learning) as compared to traditional teaching alone to teach acid base homeostasis to Phase I MB...
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Family experiences, the motivation for science learning and science ...
African Journals Online (AJOL)
Family experiences, the motivation for science learning and science achievement of ... active learning and achievement goals); boys perceived family experiences ... Recommendations were made as to how schools can support families in ...
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Basic and Applied Science Research at the Los Alamos Neutron Science Center
International Nuclear Information System (INIS)
Lisowski, Paul W.
2005-01-01
The Los Alamos Neutron Science Center, or LANSCE, is an accelerator-based national user facility for research in basic and applied science using four experimental areas. LANSCE has two areas that provide neutrons generated by the 800-MeV proton beam striking tungsten target systems. A third area uses the proton beam for radiography. The fourth area uses 100 MeV protons to produce medical radioisotopes. This paper describes the four LANSCE experimental areas, gives nuclear science highlights of the past operating period, and discusses plans for the future
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KINAESTHETIC LEARNING STYLE AND ITS USAGE IN LEARNING PROCESS IN BASIC SCHOOL
Jonāne, Lolita
2018-01-01
The aim of the research is to explore the possibilities and methodological solutions of using kinaesthetic teaching style in the teaching/learning process in basic school and its impact on pupil involvement in learning activities and attainment of goals. Qualitative and quantitative methods - experienced teacher’s survey and student-trainee survey after observation and analysys of lessons at school are used during the study. It is concluded that: 1)the kinesthetic style of learning involve...
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Suarta, I Made; Suwintana, I Ketut
2015-01-01
In this paper, the Technology Acceptance Model (TAM) is extent with two external stimulus namely e-learning characteristics and basic ICT (Information and Communication Technology) competencies. The purpose of this study are (1) finding relationship between e-learning characteristics and lecturers' basic ICT competencies with the perceived ease of use and perceived usefulness of e-learning; and (2) determining the effect of e-learning characteristics and lecturer basic ICT competencies to the...
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Dahle, L O; Brynhildsen, J; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M
2002-05-01
Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.
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Directory of Open Access Journals (Sweden)
Ulrich Dettweiler
2017-12-01
Full Text Available Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN, i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended “research weeks” at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany. The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI. At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor
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Cowles, S.; Collier, R.; Torres, M. K.
2004-12-01
Busy scientists seek opportunities to implement education and outreach efforts, but often don't know where to start. One easy and tested method is to form collaborations with federally-funded adult education and adult literacy programs. These programs exist in every U.S. state and territory and serve underrepresented populations through such major initiatives as adult basic education, adult secondary education (and GED preparation), and English language acquisition. These students are workers, consumers, voters, parents, grandparents, and members of every community. They have specific needs that are often overlooked in outreach activities. This presentation will describe the steps by which the Oregon Ocean Science and Math Collaborative program was developed. It is based on a partnership between the Oregon Department of Community Colleges and Workforce Development, Oregon State University College of Oceanic and Atmospheric Sciences, Oregon Sea Grant, and the OSU Hatfield Marine Science Center. It includes professional development through instructor institutes; teachers at sea and informal education opportunities; curriculum and web site development. Through the partnership described here, instructors in adult basic education programs participate in a yearlong experience in which they develop, test, and adapt innovative instructional strategies to meet the specific needs of adult learners. This, in turn, leads to new prospects for study in the areas of ocean science and math and introduces non-academic careers in marine science to a new community. Working directly with instructors, we have identified expertise level, instructional environment, instructor background and current teaching strategies used to address science literacy and numeracy goals of the adult learners in the State of Oregon. Preliminary evaluation of our ongoing project in meeting these goals will be discussed. These efforts contribute to national goals of science literacy for all, by providing
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Editorial Commentary: A Model for Shoulder Rotator Cuff Repair and for Basic Science Investigations.
Brand, Jefferson C
2018-04-01
"Breaking the fourth wall" is a theater convention where the narrator or character speaks directly to the audience. As an Assistant Editor-in-Chief, as I comment on a recent basic science study investigating rotator cuff repair, I break the fourth wall and articulate areas of basic science research excellence that align with the vision that we hold for our journal. Inclusion of a powerful video strengthens the submission. We prefer to publish clinical videos in our companion journal, Arthroscopy Techniques, and encourage basic science video submissions to Arthroscopy. Basic science research requires step-by-tedious-step analogous to climbing a mountain. Establishment of a murine rotator cuff repair model was rigorous and research intensive, biomechanically, radiographically, histologically, and genetically documented, a huge step toward the bone-to-tendon healing research summit. This research results in a model for both rotator cuff repair and the pinnacle of quality, basic science research. Copyright © 2018 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.
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Improving together: collaborative learning in science communication, ClimateSnack case study
Heuzé, C.; Reeve, M. A.
2016-02-01
Most scientists today recognize that science communication is an important part of the scientific process, yet science writing and communication are often taught outside the normal academic schedule. If universities offer such courses, they are generally intensive but short-term: the participants rarely complete a science communication course with an immediate and pressing need to apply these skills. So the skills fade, stalling real progress in science communication. Continuity is key to success! Whilst waiting for the academic system to truly integrate science communication, other methods can be tested. ClimateSnack / SciSnack is a new approach that aims to motivate scientists to develop their communication skills. It adopts a collaborative learning framework where scientists voluntarily form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online, where they are further discussed and improved by the global ClimateSnack community. This way, the participants learn and cement basic science communication skills. These skills are transferrable, and can be applied both to scientific articles and broader science media. Some writing groups are highly productive, while others exist no more. The reasons for success are here investigated with respect to issues both internal and external to the different groups, in particular leadership strategies. Possible further development, in particular using the online community, is suggested. ClimateSnack is one solution to fill the critical gap left by a lack of adequate teaching in early-career scientists' curriculum.
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Fundamentals of neurogastroenterology: basic science.
Grundy, David; Al-Chaer, Elie D; Aziz, Qasim; Collins, Stephen M; Ke, Meiyun; Taché, Yvette; Wood, Jackie D
2006-04-01
The focus of neurogastroenterology in Rome II was the enteric nervous system (ENS). To avoid duplication with Rome II, only advances in ENS neurobiology after Rome II are reviewed together with stronger emphasis on interactions of the brain, spinal cord, and the gut in terms of relevance for abdominal pain and disordered gastrointestinal function. A committee with expertise in selective aspects of neurogastroenterology was invited to evaluate the literature and provide a consensus overview of the Fundamentals of Neurogastroenterology textbook as they relate to functional gastrointestinal disorders (FGIDs). This review is an abbreviated version of a fuller account that appears in the forthcoming book, Rome III. This report reviews current basic science understanding of visceral sensation and its modulation by inflammation and stress and advances in the neurophysiology of the ENS. Many of the concepts are derived from animal studies in which the physiologic mechanisms underlying visceral sensitivity and neural control of motility, secretion, and blood flow are examined. Impact of inflammation and stress in experimental models relative to FGIDs is reviewed as is human brain imaging, which provides a means for translating basic science to understanding FGID symptoms. Investigative evidence and emerging concepts implicate dysfunction in the nervous system as a significant factor underlying patient symptoms in FGIDs. Continued focus on neurogastroenterologic factors that underlie the development of symptoms will lead to mechanistic understanding that is expected to directly benefit the large contingent of patients and care-givers who deal with FGIDs.
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A brief simulation intervention increasing basic science and clinical knowledge
Directory of Open Access Journals (Sweden)
Maria L. Sheakley
2016-04-01
Full Text Available Background: The United States Medical Licensing Examination (USMLE is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. Purpose: To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. Methods: This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l=515 and the intervention group received lecture plus a simulation exercise (nl+s=1,066. Assessment included summative exam questions (n=4 that were scored as pass/fail (≥75%. USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Results: Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003. Discussion: Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.
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Aron, David C
2017-04-01
The purpose of medical education is to produce competent and capable professional practitioners who can combine the art and science of medicine. Moreover, this process must prepare individuals to practise in a field in which knowledge is increasing and the contexts in which that knowledge is applied are changing in unpredictable ways. The 'basic sciences' are important in the training of a physician. The goal of basic science training is to learn it in a way that the material can be applied in practice. Much effort has been expended to integrate basic science and clinical training, while adding many other topics to the medical curriculum. This effort has been challenging. The aims of the paper are (1) to propose a unifying conceptual framework that facilitates knowledge integration among all levels of living systems from cell to society and (2) illustrate the organizing principles with two examples of the framework in action - cybernetic systems (with feedback) and distributed robustness. Literature related to hierarchical and holarchical frameworks was reviewed. An organizing framework derived from living systems theory and spanning the range from molecular biology to health systems management was developed. The application of cybernetic systems to three levels (regulation of pancreatic beta cell production of insulin, physician adjustment of medication for glycaemic control and development and action of performance measures for diabetes care) was illustrated. Similarly distributed robustness was illustrated by the DNA damage response system and principles underlying patient safety. Each of the illustrated organizing principles offers a means to facilitate the weaving of basic science and clinical medicine throughout the course of study. The use of such an approach may promote systems thinking, which is a core competency for effective and capable medical practice. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.
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The Effectiveness of Traditional and 21st Century Teaching Tools on Students' Science Learning
Bellflower, Julie V.
Any student seeking a high school diploma from the public school system in one U.S. state must pass the state's high school graduation test. In 2009, only 88% of students at one high school in the state met the basic proficiency requirements on the science portion of the test. Because improved science education has been identified as an explicit national goal, the purpose of this mixed methods study was to determine whether traditional teaching tools (notes, lecture, and textbook) or 21st century teaching tools (online tutorials, video games, YouTube, and virtual labs) lead to greater gains in students' science learning. Bruner's constructivist and Bandura's social cognitive theories served as the foundations for the study. Quantitative research questions were used to investigate the relationship between the type of teaching tools used and student learning gains. Quantitative data from students' pre and posttests were collected and analyzed using a dependent samples t-test. Qualitative data were collected through a focus group interview and participant journals. Analysis of the qualitative data included coding the data and writing a descriptive narrative to convey the findings. Results showed no statistically significant differences in students' science achievement: both types of teaching tools led to student learning gains. As a result, an action plan was developed to assist science educators in the implementation of traditional and 21st century teaching tools that can be used to improve students' science learning. Implications for positive social change included providing science educators with a specific plan of action that will enhance students' science learning, thereby increasing science scores on the state and other high stakes tests.
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Perspectives on learning, learning to teach and teaching elementary science
Avraamidou, Lucy
The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first
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Fassett, William E.; Campbell, William H.
1984-01-01
A comparison of Basic Pharmaceutical Sciences Examination (BPSE) results with student performance evaluations in core clerkships, institutional and community externships, didactic and clinical courses, and related basic science coursework revealed the BPSE does not predict student performance during clinical instruction. (MSE)
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Learning Science Through Visualization
Chaudhury, S. Raj
2005-01-01
In the context of an introductory physical science course for non-science majors, I have been trying to understand how scientific visualizations of natural phenomena can constructively impact student learning. I have also necessarily been concerned with the instructional and assessment approaches that need to be considered when focusing on learning science through visually rich information sources. The overall project can be broken down into three distinct segments : (i) comparing students' abilities to demonstrate proportional reasoning competency on visual and verbal tasks (ii) decoding and deconstructing visualizations of an object falling under gravity (iii) the role of directed instruction to elicit alternate, valid scientific visualizations of the structure of the solar system. Evidence of student learning was collected in multiple forms for this project - quantitative analysis of student performance on written, graded assessments (tests and quizzes); qualitative analysis of videos of student 'think aloud' sessions. The results indicate that there are significant barriers for non-science majors to succeed in mastering the content of science courses, but with informed approaches to instruction and assessment, these barriers can be overcome.
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Problem Solving Model for Science Learning
Alberida, H.; Lufri; Festiyed; Barlian, E.
2018-04-01
This research aims to develop problem solving model for science learning in junior high school. The learning model was developed using the ADDIE model. An analysis phase includes curriculum analysis, analysis of students of SMP Kota Padang, analysis of SMP science teachers, learning analysis, as well as the literature review. The design phase includes product planning a science-learning problem-solving model, which consists of syntax, reaction principle, social system, support system, instructional impact and support. Implementation of problem-solving model in science learning to improve students' science process skills. The development stage consists of three steps: a) designing a prototype, b) performing a formative evaluation and c) a prototype revision. Implementation stage is done through a limited trial. A limited trial was conducted on 24 and 26 August 2015 in Class VII 2 SMPN 12 Padang. The evaluation phase was conducted in the form of experiments at SMPN 1 Padang, SMPN 12 Padang and SMP National Padang. Based on the development research done, the syntax model problem solving for science learning at junior high school consists of the introduction, observation, initial problems, data collection, data organization, data analysis/generalization, and communicating.
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ONLINE SCIENCE LEARNING:Best Practices and Technologies
TOJDE
2009-01-01
This essential publication is for all research and academic libraries, especially those institutions with online and distance education courses available in their science education programs. This book will also benefit audiences within the science education community of practice and others interested in STEM education, virtual schools, e-learning, m-learning, natural sciences, physical sciences, biological sciences, geosciences, online learning models, virtual laboratories, virtual field trip...
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Jedaman, Pornchai; Buraphan, Khajornsak; Yuenyong, Chokchai; Suksup, Charoen; Kraisriwattana, Benchalax
2018-01-01
Science learning management aims to analyze the development strategies for science learning management to transition in the 21st Century of Thailand 4.0. Is qualitative study employed review of documentary, questionnaire both to the participatory action learning with the teachers intwenty-five Secondary education area offices in the basic education of Thailand. The participants were cluster sampling random of each 150 persons. Data analysis includes data reduction, data organization, data interpretation to conclusion. The main of this study were to a creating innovation, links and access to technology as well as to the changes. It is very important for needs to be learning management for effective of science subject in the educational. Led to the plan to driven for the science learning management were a success in the 21st century, spanning strategy were converted of practical the steps throughinstitutional research and development to solve problems in changing identity, reorientation, paradigm shifted, transformation of cultural to propel the country for first world Nation in the elements were "6R12C3E".
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Eisenstein, Anna; Vaisman, Lev; Johnston-Cox, Hillary; Gallan, Alexander; Shaffer, Kitt; Vaughan, Deborah; O'Hara, Carl; Joseph, Lija
2014-01-01
Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration. The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning. Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases. Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal.
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Quinnell, R.; Thompson, R.; LeBard, R. J.
2013-09-01
Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to 'do maths' as part of 'doing science' leads to disengagement from learning. Notions of 'I can't do maths' speak of a rigidity of mind, a 'standoff', forming a barrier to learning in science that needs to be addressed if we, as science educators, are to offer solutions to the so-called 'maths problem' and to support students as they move from being novice to expert. Moving from novice to expert is complex and we lean on several theoretical frameworks (thinking dispositions, threshold concepts and mindfulness in learning) to characterize this pathway in science, with a focus on quantitative skills. Fluid thinking and application of numeracy skills are required to manipulate experimental data sets and are integral to our science practice; we need to stop students from seeing them as optional 'maths' or 'statistics' tasks within our discipline. Being explicit about the ways those in the discipline think, how quantitative data is processed, and allowing places for students to address their skills (including their confidence) offer some ways forward.
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The United Nations Basic Space Science Initiative
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
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Learning environments matter: Identifying influences on the motivation to learn science
Directory of Open Access Journals (Sweden)
Salomé Schulze
2015-05-01
Full Text Available In the light of the poor academic achievement in science by secondary school students in South Africa, students' motivation for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational factors to target, with due consideration of the diversity in schools. The study therefore explored the impact of six motivational factors for science learning in a sample of 380 Grade Nine boys and girls from three racial groups, in both public and independent schools. The students completed the Student Motivation for Science Learning questionnaire. Significant differences were identified between different groups and school types. The study is important for identifying the key role of achievement goals, science learning values and science self-efficacies. The main finding emphasises the significant role played by science teachers in motivating students for science in terms of the learning environments that they create. This has important implications for future research, aimed at a better understanding of these environments. Such insights are needed to promote scientific literacy among the school students, and so contribute to the improvement of science achievement in South Africa.
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Teaching Basic Probability in Undergraduate Statistics or Management Science Courses
Naidu, Jaideep T.; Sanford, John F.
2017-01-01
Standard textbooks in core Statistics and Management Science classes present various examples to introduce basic probability concepts to undergraduate business students. These include tossing of a coin, throwing a die, and examples of that nature. While these are good examples to introduce basic probability, we use improvised versions of Russian…
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Welding As Science: Applying Basic Engineering Principles to the Discipline
Nunes, A. C., Jr.
2010-01-01
This Technical Memorandum provides sample problems illustrating ways in which basic engineering science has been applied to the discipline of welding. Perhaps inferences may be drawn regarding optimal approaches to particular welding problems, as well as for the optimal education for welding engineers. Perhaps also some readers may be attracted to the science(s) of welding and may make worthwhile contributions to the discipline.
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Basic science and energy research sector profile: Background for the National Energy Strategy
Energy Technology Data Exchange (ETDEWEB)
March, F.; Ashton, W.B.; Kinzey, B.R.; McDonald, S.C.; Lee, V.E.
1990-11-01
This Profile report provides a general perspective on the role of basic science in the spectrum of research and development in the United States, and basic research's contributions to the goals of the National Energy Strategy (NES). It includes selected facts, figures, and analysis of strategic issues affecting the future of science in the United States. It is provided as background for people from government, the private sector, academia, and the public, who will be reviewing the NES in the coming months; and it is intended to serve as the basis for discussion of basic science issues within the context of the developing NES.
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Energy Technology Data Exchange (ETDEWEB)
Bodnarczuk, M.
1993-03-01
Industrial R&D laboratories have been surprisingly successful in developing performance objectives and metrics that convincingly show that planning, management, and improvement techniques can be value-added to the actual output of R&D organizations. In this paper, I will discuss the more difficult case of developing analogous constructs for DOE-funded non-nuclear, non-weapons basic research, or as I will refer to it - basic experimental science. Unlike most industrial R&D or the bulk of applied science performed at the National Renewable Energy Laboratory (NREL), the purpose of basic experimental science is producing new knowledge (usually published in professional journals) that has no immediate application to the first link (the R) of a planned R&D chain. Consequently, performance objectives and metrics are far more difficult to define. My claim is that if one can successfully define metrics for evaluating and improving DOE-funded basic experimental science (which is the most difficult case), then defining such constructs for DOE-funded applied science should be much less problematic. With the publication of the DOE Standard - Implementation Guide for Quality Assurance Programs for Basic and Applied Research (DOE-ER-STD-6001-92) and the development of a conceptual framework for integrating all the DOE orders, we need to move aggressively toward the threefold next phase: (1) focusing the management elements found in DOE-ER-STD-6001-92 on the main output of national laboratories - the experimental science itself; (2) developing clearer definitions of basic experimental science as practice not just knowledge; and (3) understanding the relationship between the metrics that scientists use for evaluating the performance of DOE-funded basic experimental science, the management elements of DOE-ER-STD-6001-92, and the notion of continuous improvement.
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Science Integrating Learning Objectives: A Cooperative Learning Group Process
Spindler, Matt
2015-01-01
The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…
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Family experiences, the motivation for science learning and science ...
African Journals Online (AJOL)
Schulze, Salome
Student Motivation for Science Learning questionnaire combined with items investigating family experiences. ... science achievement: inadequate school resources and weak household ..... informal interviews with the science teachers of the.
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Basic life support and children with profound and multiple learning disabilities.
Cash, Stefan; Shinnick-Page, Andrea
2008-10-01
Nurses and other carers of people with learning disabilities must be able to manage choking events and perform basic life support effectively. UK guidelines for assessment of airway obstruction and for resuscitation do not take account of the specific needs of people with profound multiple learning disability. For example, they fail to account for inhibited gag and coughing reflexes, limited body movements or chest deformity. There are no national guidelines to assist in clinical decisions and training for nurses and carers. Basic life support training for students of learning disability nursing at Birmingham City University is supplemented to address these issues. The authors ask whether such training should be provided for all nurses including those caring for children and young people. They also invite comment and discussion on questions related to chest compression and training in basic life support for a person in a seated position.
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Deckelbaum, Richard J; Ntambi, James M; Wolgemuth, Debra J
2011-09-01
This article provides evidence that basic science research and education should be key priorities for global health training, capacity building, and practice. Currently, there are tremendous gaps between strong science education and research in developed countries (the North) as compared to developing countries (the South). In addition, science research and education appear as low priorities in many developing countries. The need to stress basic science research beyond the typical investment of infectious disease basic service and research laboratories in developing areas is significant in terms of the benefits, not only to education, but also for economic strengthening and development of human resources. There are some indications that appreciation of basic science research education and training is increasing, but this still needs to be applied more rigorously and strengthened systematically in developing countries. Copyright © 2011 Elsevier Inc. All rights reserved.
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DEFF Research Database (Denmark)
Lauridsen, Karen M.; Lauridsen, Ole
Ole Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Learning Styles in Higher Education – Learning How to Learn Applying learning styles (LS) in higher education...... by Constructivist learning theory and current basic knowledge of how the brain learns. The LS concept will thus be placed in a broader learning theoretical context as a strong learning and teaching tool. Participants will be offered the opportunity to have their own LS preferences established before...... teaching leads to positive results and enhanced student learning. However, learning styles should not only be considered a didactic matter for the teacher, but also a tool for the individual students to improve their learning capabilities – not least in contexts where information is not necessarily...
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Chamnanwong, Pornpaka; Thathong, Kongsak
2018-01-01
In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.
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Emotional Value Judgment and Achievement in Basic Science ...
African Journals Online (AJOL)
The study sought to examine emotional value judgment on student achievement in Basic Science. The study was carried out in Ijebu-North Local Government Area of Ogun State. Data were collected through valid questionnaire sent to five secondary schools within the local Government. One Hundred Junior Secondary II ...
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The Science of Learning. 2nd Edition
Pear, Joseph J.
2016-01-01
For over a century and a quarter, the science of learning has expanded at an increasing rate and has achieved the status of a mature science. It has developed powerful methodologies and applications. The rise of this science has been so swift that other learning texts often overlook the fact that, like other mature sciences, the science of…
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Roth, Wolff-Michael
2012-01-01
Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed…
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Directory of Open Access Journals (Sweden)
Nils Petter Hauan
2014-04-01
Full Text Available One aim for many natural history museums, science museums and science centres is to contribute to school-related learning in science. In this article we review published empirical studies of this challenging area. The review indicates that the effectiveness of educational activities at different types of science-communication venues (SCV in supporting students’ science learning varies. There is also evidence of interesting differences between activities, depending on how these activities are designed. Firstly, these activities can stimulate interest and conceptual focus through a well-designed combination of structure and openness. Secondly, they can stimulate talks and explorations related to the presented topics. We have identified two possible areas which might prove fruitful in guiding further research: an exploration of the effects of different designs for guided exploratory learning, and an evaluation of the effectiveness of educational activities by studying the presence and quality of the learning processes visitors are engaged in.
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Results and Implications of a 12-Year Longitudinal Study of Science Concept Learning
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.
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Competence of matric physical science teachers in some basic problem-solving strategies
Directory of Open Access Journals (Sweden)
Mailoo Selvaratnam
2011-01-01
Full Text Available The National Curriculum Statement for matric physical science places strong emphasis on the development of critical thinking and reasoning abilities of pupils. The successful implementation of this curriculum therefore requires teachers who are competent in the cognitive (intellectual skills and strategies needed for learning science effectively. Testing of teachers’ competence in this aspect is therefore important. I therefore analysed teachers’ answers to questions that were carefully designed to test competence in some basic intellectual strategies that are important for problem solving in physical science courses. A total of 73 matric physical science teachers, from about 50 Dinaledi schools in the North West and KwaZulu-Natal provinces in South Africa, were tested in five intellectual strategies: clear representation of problems, identifying and focusing on the goal, identification and use of relevant principles, use of equations for deductions and proceeding step-by-step with the solution. The teachers’ competence was poor in all the intellectual strategies tested. About 60% (the average performance in all 13 questions used for testing of teachers tested were unable to solve the questions correctly. An important objective of the curriculum is the development of critical thinking, scientific reasoning and strategies of pupils. This study shows that the achievement of this objective will be seriously handicapped because of the lack of competence of many teachers in intellectual strategies. There is therefore a need to train teachers in order to increase their competence in this aspect.
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How much basic science content do second-year medical students remember from their first year?
Schneid, Stephen D; Pashler, Hal; Armour, Chris
2018-01-23
While most medical students generally perform well on examinations and pass their courses during the first year, we do not know how much basic science content they retain at the start of their second year and how that relates to minimal competency set by the faculty. In the fall of 2014, before starting their second-year courses, 27 medical students volunteered to participate in a study of long-term retention of the basic sciences by taking a "retention exam" after a delay of 5-11 months. The overall mean performance when the students initially answered the 60 multiple choice questions (MCQs) was 82.8% [standard deviation (SD) = 7.4%], which fell to 50.1% (SD = 12.1%) on the retention exam. This gave a mean retention of 60.4% (SD = 12.8%) with the retention for individual students ranging from 37 to 81%. The majority of students (23/27; 85%) fell below the minimal level of competency to start their second year. Medical educators should be more aware of the significant amount of forgetting that occurs during training and make better use of instructional strategies that promote long-term learning such as retrieval practice, interleaving, and spacing.
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Directory of Open Access Journals (Sweden)
Mozafar Khazaei
2014-04-01
Full Text Available Introduction: Basic science course plays a pivotal role in the academic achievement of the students. The scientific background and educational performance of the students are also influential in this period. The aim of the present study was to investigate the educational status of dental basic science course in the first three admissions (2009-2011 and its association with students’ educational background in Kermanshah University of Medical Sciences (KUMS. Methods: In this descriptive cross-sectional study, all dental students admitted to school of dentistry in 2009-2011 years were included. The students’ academic background (scores, grade point average, score of comprehensive basic sciences examination (CBSE were recorded. Data were analyzed by SPSS 16 using one-way analysis of variance (ANOVA and independent t-test. Results: Kermanshah dental students admitted to university in 2009-2011 were mostly female (59.2%, belonged to regions 2 and 3 (81.6% of university entrance exam, had sciences diploma (89.8% and their grade point average of diploma was nearly 18. There was a significant difference between the three groups of students admitted to university in Biology, Chemistry, Mathematics, Arabic, English language and Theology lessones of entrane exam (P<0.05. The students’ failure rate was 1.5% in university coureses. They all (100% passed CBSE and were ranked second nationally in the year. There was no significant difference between male and female students in terms of age, diploma grade point average, grade point average of basic sciences and score of CBSE. Conclusion: Basic science courses of dentistry in Kermanshah enjoyed a rather constant status and students had a good academic level in these courses.
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Goebel, Camille A.
This longitudinal investigation explores the change in four (3 female, 1 male) science undergraduates' beliefs expressed about low-income elementary school students' ability to learn science. The study sought to identify how the undergraduates in year-long public school science-teaching partnerships perceived the social, cultural, and economic factors affecting student learning. Previous service-learning research infrequently focused on science undergraduates relative to science and society or detailed expressions of their beliefs and field practices over the experience. Qualitative methodology was used to guide the implementation and analysis of this study. A sample of an additional 20 science undergraduates likewise involved in intensive reflection in the service learning in science teaching (SLST) course called Elementary Science Education Partners (ESEP) was used to examine the typicality of the case participants. The findings show two major changes in science undergraduates' belief expressions: (1) a reduction in statements of beliefs from a deficit thinking perspective about the elementary school students' ability to learn science, and (2) a shift in the attribution of students, underlying problems in science learning from individual-oriented to systemic-oriented influences. Additional findings reveal that the science undergraduates perceived they had personally and profoundly changed as a result of the SLST experience. Changes include: (1) the gain of a new understanding of others' situations different from their own; (2) the realization of and appreciation for their relative positions of privilege due to their educational background and family support; (3) the gain in ability to communicate, teach, and work with others; (4) the idea that they were more socially and culturally connected to their community outside the university and their college classrooms; and (5) a broadening of the way they understood or thought about science. Women participants stated
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Basic Science for a Secure Energy Future
Horton, Linda
2010-03-01
Anticipating a doubling in the world's energy use by the year 2050 coupled with an increasing focus on clean energy technologies, there is a national imperative for new energy technologies and improved energy efficiency. The Department of Energy's Office of Basic Energy Sciences (BES) supports fundamental research that provides the foundations for new energy technologies and supports DOE missions in energy, environment, and national security. The research crosses the full spectrum of materials and chemical sciences, as well as aspects of biosciences and geosciences, with a focus on understanding, predicting, and ultimately controlling matter and energy at electronic, atomic, and molecular levels. In addition, BES is the home for national user facilities for x-ray, neutron, nanoscale sciences, and electron beam characterization that serve over 10,000 users annually. To provide a strategic focus for these programs, BES has held a series of ``Basic Research Needs'' workshops on a number of energy topics over the past 6 years. These workshops have defined a number of research priorities in areas related to renewable, fossil, and nuclear energy -- as well as cross-cutting scientific grand challenges. These directions have helped to define the research for the recently established Energy Frontier Research Centers (EFRCs) and are foundational for the newly announced Energy Innovation Hubs. This overview will review the current BES research portfolio, including the EFRCs and user facilities, will highlight past research that has had an impact on energy technologies, and will discuss future directions as defined through the BES workshops and research opportunities.
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Nielsen, Dorte Guldbrand; Gotzsche, Ole; Sonne, Ole; Eika, Berit
2012-01-01
Two major views on the relationship between basic science knowledge and clinical knowledge stand out; the Two-world view seeing basic science and clinical science as two separate knowledge bases and the encapsulated knowledge view stating that basic science knowledge plays an overt role being encapsulated in the clinical knowledge. However, resent…
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The basic science of bone marrow aspirate concentrate in chondral injuries
Directory of Open Access Journals (Sweden)
James Holton
2016-09-01
Full Text Available There has been great interest in bone marrow aspirate concentrate (BMAC as a cost effective method in delivering mesenchymal stem cells (MSCs to aid in the repair and regeneration of cartilage defects. Alongside MSCs, BMAC contains a range of growth factors and cytokines to support cell growth following injury. However, there is paucity of information relating to the basic science underlying BMAC and its exact biological role in supporting the growth and regeneration of chondrocytes. The focus of this review is the basic science underlying BMAC in relation to chondral damage and regeneration.
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Expanding the basic science debate: the role of physics knowledge in interpreting clinical findings.
Goldszmidt, Mark; Minda, John Paul; Devantier, Sarah L; Skye, Aimee L; Woods, Nicole N
2012-10-01
Current research suggests a role for biomedical knowledge in learning and retaining concepts related to medical diagnosis. However, learning may be influenced by other, non-biomedical knowledge. We explored this idea using an experimental design and examined the effects of causal knowledge on the learning, retention, and interpretation of medical information. Participants studied a handout about several respiratory disorders and how to interpret respiratory exam findings. The control group received the information in standard "textbook" format and the experimental group was presented with the same information as well as a causal explanation about how sound travels through lungs in both the normal and disease states. Comprehension and memory of the information was evaluated with a multiple-choice exam. Several questions that were not related to the causal knowledge served as control items. Questions related to the interpretation of physical exam findings served as the critical test items. The experimental group outperformed the control group on the critical test items, and our study shows that a causal explanation can improve a student's memory for interpreting clinical details. We suggest an expansion of which basic sciences are considered fundamental to medical education.
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Fukui, Tsuguya; Takahashi, Osamu; Rahman, Mahbubur
2013-11-01
During 1991-2000, Japan contribution to the top general medicine journals was very small although the contribution to the top basic science journals was sizeable. However, it has not been examined whether the contribution to the top general medicine and basic science journals has changed during the last decade (2001-2010). The objective of this study was to compare Japan representation in high-impact general medicine and basic science journals between the years 1991-2000 and 2001-2010. We used PubMed database to examine the frequency of articles originated from Japan and published in 7 high-impact general medicine and 6 high-impact basic science journals. Several Boolean operators were used to connect name of the journal, year of publication and corresponding authors' affiliation in Japan. Compared to the 1991-2000 decade, Japan contribution to the top general medicine journals did not increase over the 2001-2010 period (0.66% vs. 0.74%, P = 0.255). However, compared to the same period, its contribution to the top basic science journals increased during 2001-2010 (2.51% vs. 3.60%, P journals showed an upward trend over the 1991-2000 period (P general medicine journals remained flat both during 1991-2000 (P = 0.273) and 2001-2010 (P = 0.073). Overall, Japan contribution to the top general medicine journals has remained small and unchanged over the last two decades. However, top basic science journals had higher Japan representation during 2001-2010 compared to 1991-2000.
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Rosmiati, Rosmiati; Mahmud, Alimuddin; Talib, Syamsul B.
2016-01-01
The purpose of this study was to determine the effectiveness of the basic education learning model with character-based through learning in the Universitas Muslim Indonesia. In addition, the research specifically examines the character of discipline, curiosity and responsibility. The specific target is to produce a basic education learning model…
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Directory of Open Access Journals (Sweden)
Mark Kenneth Camiling
2017-08-01
Full Text Available Technology has greatly shaped pedagogical practices over time. However scholars posit that the developing technology-aided, -based, and -oriented instructional practices still need scholarly and systematic studies to prove their effectiveness. An emerging teaching strategy that highlights technology tools and programs is Flipped Learning: a strategy where technology redirects learning from large groups to individuals. The research described here hypothesizes that there is a significant difference between the basic science process skills test score means of elementary students in a Flipped classroom and those in a traditional classroom. To test this hypothesis, an experimental design was used as the participants were divided the into two groups: experimental and control. An instructional design was crafted to simultaneously teach both control and experimental groups within a one (1 hour schedule. The experimental group was asked to watch at home researcher-made videos that teach the basic science process skills. In class, these participants deepened understanding of the skills through varied activities. The control group was taught using the traditional method operationalized as 5E Inquiry-Based Model.Both pre- and post-tests were administered to check the relative test scores. A Mann Whitney U test was conducted to evaluate the difference between the basic process skills test mean scores. It is concluded that there is a statistically significant difference (at α=0.05, r = 0.42 with a large effect size between the two variables.
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Students' Self-Concept and Their Achievement in Basic Science ...
African Journals Online (AJOL)
The study investigated the relationship between students self-concept andtheir academic performance in Basic Science. It further examines genderdifference in students performance. The study adopted ex-post factorresearch design and made use of 300 students all from Public Schools. Theadapted Version of ...
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Original science-based music and student learning
Smolinski, Keith
American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.
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Learning style preferences of Australian health science students.
Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann
2010-01-01
It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.
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Journal of Basic and Clinical Reproductive Sciences: A New Baby ...
African Journals Online (AJOL)
Journal of Basic and Clinical Reproductive Sciences · January - December ... determined with certainty as some cases are asymptomatic .... Bangal et al. reported a rare case of Peritonitis ... following emergency exploratory laparotomy and.
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Family experiences, the motivation for science learning and science ...
African Journals Online (AJOL)
Schulze, Salome
Student Motivation for Science Learning questionnaire combined with items investigating family experiences. The findings .... decisions and formulate behavioural goals for their ..... science achievement, making interpretation diffi- cult and ...
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Teaching and Learning Science for Transformative, Aesthetic Experience
Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve
2010-11-01
Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.
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Basic Burns Management E-Learning: A New Teaching Tool.
Egro, Francesco M
Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.
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Directory of Open Access Journals (Sweden)
Jiyoon Yoon
2017-07-01
Full Text Available It has been critical to find a way for teachers to motivate their young children to learn science and improve science achievement. Since music has been used as a tool for educating young students, this study introduces the science song project to teacher candidates that contains science facts, concepts, laws and theories, and combines them with music for motivating their young children to learn science and improve science achievement. The purpose of the study is to determine the effect of the science song project on teacher candidates’ understanding of science processing skills and their attitudes toward science. The participants were 45 science teacher candidates who were enrolled in an EC-6 (Early Childhood through Grade 6 program in the teacher certification program at a racially diverse Texas public research university. To collect data, this study used two instruments: pre-and post-self efficacy tests before and after the science teacher candidates experienced the science song project and final reflective essay at the end of the semester. The results show that while developing their songs, the participating teacher candidates experienced a process for science practice, understood science concepts and facts, and positively improved attitudes toward science. This study suggests that the science song project is a science instruction offering rich experiences of process-based learning and positive attitudes toward science.
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Collaborative Visualization Project: shared-technology learning environments for science learning
Pea, Roy D.; Gomez, Louis M.
1993-01-01
Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.
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International Nuclear Information System (INIS)
Prayitno; Slamet Santosa; Darsono; Syarip; Agus Taftazani; Samin; Tri Mardji Atmono; Dwi Biyantoro; Herry Poernomo; Prajitno; Tjipto Sujitno; Gede Sutresna W; Djoko Slamet Pujorahardjo; Budi Setiawan; Bambang Siswanto; Endro Kismolo; Jumari
2016-08-01
The Proceedings of the Meeting and Scientific Presentations on Basic Science Research and Nuclear Technology by Center for Accelerator Science and Technology in Yogyakarta with the theme of Universities and research and development institutions synergy in the development of basic science and nuclear technology held on Surakarta 9 August 2016. This seminar is an annual routine activities of Center for Accelerator Science and Technology for exchange research result among University and BATAN researcher for using nuclear technology. The proceeding consist of 3 article from keynotes’ speaker and 37 articles from BATAN participant as well as outside which have been indexed separately. (MPN)
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Home Culture, Science, School and Science Learning: Is Reconciliation Possible?
Tan, Aik-Ling
2011-01-01
In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…
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Spevak, Arlene J.
Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although
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Vogel, Daniela; Harendza, Sigrid
2016-01-01
Practical skills are an essential part of physicians' daily routine. Nevertheless, medical graduates' performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students' learning of these skills. Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students' performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.
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Language Learning Styles Used By Students Of Basic English Course (Bec) Pare
HIDAYAH, ULFA NURUL
2013-01-01
Learning styles are the important factors to help students to learn a second or foreign language. A learning habit of every individual is needed to support the student's learning to be more effective, for example by taking an English course. Learning styles can be classified into: visual, auditory, kinesthetic, tactile, group, and individual. This study is conducted to examine the language learning styles applied by the students of Basic English Course (BEC) in Pare, Kediri. This study applie...
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From learning science to teaching science: What transfers?
Harlow, Danielle Boyd
As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways
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Getting The Picture: Our Changing Climate- A new learning tool for climate science
Yager, K.; Balog, J. D.
2014-12-01
Earth Vision Trust (EVT), founded by James Balog- photographer and scientist, has developed a free, online, multimedia climate science education tool for students and educators. Getting The Picture (GTP) creates a new learning experience, drawing upon powerful archives of Extreme Ice Survey's unique photographs and time-lapse videos of changing glaciers around the world. GTP combines the latest in climate science through interactive tools that make the basic scientific tenets of climate science accessible and easy to understand. The aim is to use a multidisciplinary approach to encourage critical thinking about the way our planet is changing due to anthropogenic activities, and to inspire students to find their own voice regarding our changing climate The essence of this resource is storytelling through the use of inspiring images, field expedition notes and dynamic multimedia tools. EVT presents climate education in a new light, illustrating the complex interaction between humans and nature through their Art + Science approach. The overarching goal is to educate and empower young people to take personal action. GTP is aligned with national educational and science standards (NGSS, CCSS, Climate Literacy) so it may be used in conventional classrooms as well as education centers, museum kiosks or anywhere with Internet access. Getting The Picture extends far beyond traditional learning to provide an engaging experience for students, educators and all those who wish to explore the latest in climate science.
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Maherally, Uzma Nooreen
2014-01-01
The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool children's conceptions of basic life sciences. The hypothesis was that the four sub-constructs, each of which can be measured through a series of questions on the LSA, will make a significant…
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CLIMANDES climate science e-learning course
Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan
2016-04-01
Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group
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Creating conditions for cooperative learning: Basic elements
Directory of Open Access Journals (Sweden)
Ševkušić-Mandić Slavica G.
2003-01-01
Full Text Available Although a large number of research evidence speak out in favor of cooperative learning, its effectiveness in teaching does not depend only on teacher’s and students’ enthusiasm and willingness to work in such a manner. Creating cooperative situations in learning demands a serious preparation and engagement on the part of teacher who is structuring various aspects of work in the classroom. Although there exist a large number of models and techniques of cooperative learning, which vary in the way in which students work together, in the structure of learning tasks as well as in the degree to which cooperative efforts of students are coupled with competition among groups, some elements should be present in the structure of conditions irrespective of the type of group work in question. Potential effects of cooperation are not likely to emerge unless teachers apply five basic elements of cooperative structure: 1. structuring of the learning task and students’ positive interdependence, 2. individual responsibility, 3. upgrading of "face to face" interaction, 4. training of students’ social skills, and 5. evaluation of group processes. The paper discusses various strategies for establishing the mentioned elements and concrete examples for teaching practice are provided, which should be of assistance to teachers for as much successful cooperative learning application as possible in work with children.
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White Paper on Nuclear Data Needs and Capabilities for Basic Science
Energy Technology Data Exchange (ETDEWEB)
Batchelder, J. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Kawano, T. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Kelley, J. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Kondev, F. G. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); McCutchan, E. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Smith, M. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Sonzogni, A. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Thoennessen, M. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Thompson, I. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)
2017-05-14
Reliable nuclear structure and reaction data represent the fundamental building blocks of nuclear physics and astrophysics research, and are also of importance in many applications. There is a continuous demand for high-quality updates of the main nuclear physics databases via the prompt compilation and evaluation of the latest experimental and theoretical results. The nuclear physics research community benefits greatly from comprehensive, systematic and up-to-date reviews of the experimentally determined nuclear properties and observables, as well as from the ability to rapidly access these data in user-friendly forms. Such credible databases also act as a bridge between science, technology, and society by making the results of basic nuclear physics research available to a broad audience of users, and hence expand the societal utilization of nuclear science. Compilation and evaluation of nuclear data has deep roots in the history of nuclear science research, as outlined in Appendix 1. They have an enormous impact on many areas of science and applications, as illustrated in Figure 2 for the Evaluated Nuclear Structure Data File (ENSDF) database. The present workshop concentrated on the needs of the basic nuclear science community for data and capabilities. The main role of this community is to generate and use data in order to understand the basic nuclear forces and interactions that are responsible for the existence and the properties of all nuclides and, as a consequence, to gain knowledge about the origins, evolution and structure of the universe. Thus, the experiments designed to measure a wealth of nuclear properties towards these fundamental scientific goals are typically performed from within this community.
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PNNL Highlights for the Office of Basic Energy Sciences (July 2013-July 2014)
Energy Technology Data Exchange (ETDEWEB)
Anderson, Benjamin; Warren, Pamela M.; Manke, Kristin L.
2014-08-13
This report includes research highlights of work funded in part or whole by the U.S. Department of Energy, Office of Science, Office of Basic Energy Sciences as well as selected leadership accomplishments.
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Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung
2018-04-01
Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students' confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.
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Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club
Hagenah, Sara
This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.
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Gender and Acquisition of Science Process Skills among Junior ...
African Journals Online (AJOL)
Gender and Acquisition of Science Process Skills among Junior Secondary ... for the effective learning of science even at the primary or basic level of education. ... and that activity-based methods of instruction be employed in teaching Basic ...
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Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad
2017-05-01
This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.
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Basic science of nuclear medicine
International Nuclear Information System (INIS)
Parker, R.P.; Taylor, D.M.; Smith, P.H.S.
1978-01-01
A book has been written presenting those aspects of physics, chemistry and related sciences which are essential to a clear understanding of the scientific basis of nuclear medicine. Part I covers the basic physics of radiation and radioactivity. Part II deals with radiation dosimetry, the biological effects of radiation and the principles of tracer techniques. The measurement of radioactivity and the principal aspects of modern instrumentation are presented in Part III. Those aspects of chemistry relevant to the preparation and use of radiopharmaceuticals are discussed in Part IV. The final section is concerned with the production of radionuclides and radiopharmaceuticals and with the practical aspects of laboratory practice, facilities and safety. The book serves as a general introductory text for physicians, scientists, radiographers and technicians who are entering nuclear medicine. (U.K.)
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SPORT SCIENCE STUDENTS‟ BELIEFS ABOUT LANGUAGE LEARNING
Directory of Open Access Journals (Sweden)
Suvi Akhiriyah
2017-04-01
Full Text Available There are many reasons for students of Sport Science to use English. Yet, knowing the importance of learning English is sometimes not enough to encourage them to learn English well. Based on the experience in teaching them, erroneous belief seems to be held by many of them. It arouses curiosity about the beliefs which might be revealed to help the students to be successful in language learning. By investigating sport science students‘ beliefs about language learning, it is expected that types of the beliefs which they hold can be revealed. Understanding students‘ beliefs about language learning is essential because these beliefs can have possible consequences for second language learning and instruction. This study is expected to provide empirical evidence. The subjects of this study were 1st semester students majoring in Sport Science of Sport Science Faculty. There were 4 classes with 38 students in each class. There were approximately 152 students as the population of the study. The sample was taken by using random sampling. All members of the population received the questionnaire. The questionnaire which was later handed back to the researcher is considered as the sample. The instrument in this study is the newest version of Beliefs About Language Learning Inventory (BALLI, version 2.0, developed by Horwitz to asses the beliefs about learning a foreign language.
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Adult Basic Skills Instructor Training and Experiential Learning Theory.
Marlowe, Mike; And Others
1991-01-01
Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)
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Campos-Sánchez, Antonio; López-Núñez, Juan Antonio; Carriel, Víctor; Martín-Piedra, Miguel-Ángel; Sola, Tomás; Alaminos, Miguel
2014-03-10
The students' motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Glynn Science Motivation Questionnaire II was used to compare students' motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students' levels and types of motivation into the processes of planning, delivery and evaluation of medical education.
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Sulisworo, Dwi; Sutadi, Novitasari
2017-01-01
There have been many studies related to the implementation of cooperative learning. However, there are still many problems in school related to the learning outcomes on science lesson, especially in physics. The aim of this study is to observe the application of science learning cycle (SLC) model on improving scientific literacy for secondary…
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Rusli, Aloysius
2016-08-01
Until the 1980s, it is well known and practiced in Indonesian Basic Physics courses, to present physics by its effective technicalities: The ideally elastic spring, the pulley and moving blocks, the thermodynamics of ideal engine models, theoretical electrostatics and electrodynamics with model capacitors and inductors, wave behavior and its various superpositions, and hopefully closed with a modern physics description. A different approach was then also experimented with, using the Hobson and Moore texts, stressing the alternative aim of fostering awareness, not just mastery, of science and the scientific method. This is hypothesized to be more in line with the changed attitude of the so-called Millenials cohort who are less attentive if not interested, and are more used to multi-tasking which suits their shorter span of attention. The upside is increased awareness of science and the scientific method. The downside is that they are getting less experience of the scientific method which intensely bases itself on critical observation, analytic thinking to set up conclusions or hypotheses, and checking consistency of the hypotheses with measured data. Another aspect is recognition that the human person encompasses both the reasoning capacity and the mental- spiritual-cultural capacity. This is considered essential, as the world grows even smaller due to increased communication capacity, causing strong interactions, nonlinear effects, and showing that value systems become more challenging and challenged due to physics / science and its cosmology, which is successfully based on the scientific method. So students should be made aware of the common basis of these two capacities: the assumptions, the reasoning capacity and the consistency assumption. This shows that the limits of science are their set of basic quantifiable assumptions, and the limits of the mental-spiritual-cultural aspects of life are their set of basic metaphysical (non-quantifiable) assumptions. The
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International Nuclear Information System (INIS)
Rusli, Aloysius
2016-01-01
Until the 1980s, it is well known and practiced in Indonesian Basic Physics courses, to present physics by its effective technicalities: The ideally elastic spring, the pulley and moving blocks, the thermodynamics of ideal engine models, theoretical electrostatics and electrodynamics with model capacitors and inductors, wave behavior and its various superpositions, and hopefully closed with a modern physics description. A different approach was then also experimented with, using the Hobson and Moore texts, stressing the alternative aim of fostering awareness, not just mastery, of science and the scientific method. This is hypothesized to be more in line with the changed attitude of the so-called Millenials cohort who are less attentive if not interested, and are more used to multi-tasking which suits their shorter span of attention. The upside is increased awareness of science and the scientific method. The downside is that they are getting less experience of the scientific method which intensely bases itself on critical observation, analytic thinking to set up conclusions or hypotheses, and checking consistency of the hypotheses with measured data. Another aspect is recognition that the human person encompasses both the reasoning capacity and the mental- spiritual-cultural capacity. This is considered essential, as the world grows even smaller due to increased communication capacity, causing strong interactions, nonlinear effects, and showing that value systems become more challenging and challenged due to physics / science and its cosmology, which is successfully based on the scientific method. So students should be made aware of the common basis of these two capacities: the assumptions, the reasoning capacity and the consistency assumption. This shows that the limits of science are their set of basic quantifiable assumptions, and the limits of the mental-spiritual-cultural aspects of life are their set of basic metaphysical (non-quantifiable) assumptions. The
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GeoBus: bringing Earth science learning to secondary schools in the UK
Robinson, Ruth; Roper, Kathryn; Pike, Charlotte
2015-04-01
GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Almost 35,000 pupils will have been involved in experiential Earth science learning activities by April 2015, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning within the Scotland Curriculum for Excellence, and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. A key aim of GeoBus is to incorporate research outcomes directly into workshops, and to involve early career researchers in project development. One example that is currently in progress is a set of hydrology workshops that focus on the water
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Surrounded by Science: Learning Science in Informal Environments
Fenichel, Marilyn; Schweingruber, Heidi A.
2010-01-01
Practitioners in informal science settings--museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens--are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures,…
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Tobin, Kenneth
2012-03-01
I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.
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Architecting Learning Continuities for Families Across Informal Science Experiences
Perin, Suzanne Marie
By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit
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Basic science of nuclear medicine the bare bone essentials
Lee, Kai H
2015-01-01
Through concise, straightforward explanations and supporting graphics that bring abstract concepts to life, the new Basic Science of Nuclear Medicine—the Bare Bone Essentials is an ideal tool for nuclear medicine technologist students and nuclear cardiology fellows looking for an introduction to the fundamentals of the physics and technologies of modern day nuclear medicine.
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Best practices for measuring students' attitudes toward learning science.
Lovelace, Matthew; Brickman, Peggy
2013-01-01
Science educators often characterize the degree to which tests measure different facets of college students' learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students' attitudes influence their learning. Students' science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students' attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students' attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.
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Leila Roshangar; Fariba Salek Ranjbarzadeh; Reza Piri; Mahdi Karimi Shoar; Leila Rasi Marzabadi
2014-01-01
Introduction: The basic medical sciences section requires 2.5 years in the medical education curriculum. Practical courses complement theoretical knowledge in this period to improve their appreciation. Despite spending lots of disbursement and time, this period’s efficacy is not clearly known. Methods: One hundred thirty-three General Practitioner (GP) students have been included in this descriptive cross-sectional study and were asked by questionnaire about the positive impact of practical c...
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Defense, basic, and industrial research at the Los Alamos Neutron Science Center: Proceedings
Energy Technology Data Exchange (ETDEWEB)
Longshore, A.; Salgado, K. [comps.
1995-10-01
The Workshop on Defense, Basic, and Industrial Research at the Los Alamos Neutron Science Center gathered scientists from Department of Energy national laboratories, other federal institutions, universities, and industry to discuss the use of neutrons in science-based stockpile stewardship, The workshop began with presentations by government officials, senior representatives from the three weapons laboratories, and scientific opinion leaders. Workshop participants then met in breakout sessions on the following topics: materials science and engineering; polymers, complex fluids, and biomaterials; fundamental neutron physics; applied nuclear physics; condensed matter physics and chemistry; and nuclear weapons research. They concluded that neutrons can play an essential role in science-based stockpile stewardship and that there is overlap and synergy between defense and other uses of neutrons in basic, applied, and industrial research from which defense and civilian research can benefit. This proceedings is a collection of talks and papers from the plenary, technical, and breakout session presentations. Selected papers are indexed separately for inclusion in the Energy Science and Technology Database.
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PENGEMBANGAN SCIENCE MOBILE LEARNING BERWAWASAN KONSERVASI BERBASIS ANDROID APP INVENTOR 2
Directory of Open Access Journals (Sweden)
Muhamad Taufiq
2017-02-01
Full Text Available Abstrak Penelitian ini bertujuan untuk mengembangkan science mobile learning berwawasan konservasi berbasis android app inventor yang teruji baik dan mengetahui respon pengguna terhadap aplikasi science mobile learning sebagai suplemen materi pembelajaran berbasis mobile. Metodologi yang digunakan dalam pembuatan aplikasi ini ialah metodologi waterfall. Aplikasi science mobile leraning berwawasan konservasi ini diharapkan dapat membantu siswa secara khusus dan masyarakat ilmiah secara umum untuk mendapatkan kemudahan belajar konsep sains menggunakan perangkat smartphone tanpa harus mencetak mengunakan kertas (paperless. Aplikasi science mobile learning dilengkapi dengan fitur pendukung yaitu gambar, video dan quiz. Simpulan dalam penelitian ini yaitu telah dihasilkan aplikasi science mobile learning berwawasan konservasi layak digunakan untuk belajar konsep sains dan upaya pengurangan penggunaan kertas (paperless, aplikasi science mobile learning mendapatkan respon baik dari masyarakat pengguna terkait kemudahan akses, kesesuaian fitur dan konten sains, serta pemanfaatannya yang mendukung pengurangan penggunaan kertas. Abstract The purpose of this research was to develop science mobile learning conservation vission based on android app inventor well tested and find out the user response to the application of mobile learning science as a supplement materials of learning mobile based. The methodology used in the making of this application is the waterfall methodology. Science mobile learning applications conservation vission is expected to help the students in particular and the scientific community in general to get the ease of learning science concepts using a Smartphone device without having to print using paper (paperless. Applications of science mobile learning include by supporting features of images, videos and quizzes. The conclusions in this research that has generated the application of science mobile learning conservation vision
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Annual report, Basic Sciences Branch, FY 1991
Energy Technology Data Exchange (ETDEWEB)
1993-04-01
This report summarizes the progress of the Basic Sciences Branch of the National Renewable Energy Laboratory (NREL) from October 1, 1990, through September 30, 1991. Seven technical sections of the report cover these main areas of NREL`s in-house research: Semiconductor Crystal Growth, Amorphous Silicon Research, Polycrystalline Thin Films, III-V High-Efficiency Photovoltaic Cells, Solid-State Theory, Solid-State Spectroscopy, and Superconductivity. Each section explains the purpose and major accomplishments of the work in the context of the US Department of Energy`s National Photovoltaic Research Program plans.
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Annual report, Basic Sciences Branch, FY 1991
Energy Technology Data Exchange (ETDEWEB)
1993-04-01
This report summarizes the progress of the Basic Sciences Branch of the National Renewable Energy Laboratory (NREL) from October 1, 1990, through September 30, 1991. Seven technical sections of the report cover these main areas of NREL's in-house research: Semiconductor Crystal Growth, Amorphous Silicon Research, Polycrystalline Thin Films, III-V High-Efficiency Photovoltaic Cells, Solid-State Theory, Solid-State Spectroscopy, and Superconductivity. Each section explains the purpose and major accomplishments of the work in the context of the US Department of Energy's National Photovoltaic Research Program plans.
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Investigative Primary Science: A Problem-Based Learning Approach
Etherington, Matthew B.
2011-01-01
This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…
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Directory of Open Access Journals (Sweden)
Hilman .
2015-04-01
Full Text Available Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on science process skills and cognitive learning outcomes. This experimental quasi studey used pretest-posttest control group design and consisted eighth grade students of SMP Negeri 1 Papalang Mamuju of West Sulawesi. The results showed there where significant positive effect of guided inquiry learning with mind map on process science skills and cognitive learning outcomes. Key Words: guided inquiry, mind map, science process skills, cognitive learning outcomes Abstrak: Pembelajaran Ilmu Pengetahuan Alam (IPA di SMP bertujuan agar siswa dapat melakukan inkuiri ilmiah, meningkatkan pengetahuan, konsep, dan keterampilan IPA. Dalam pembelajaran, organisasi materi berperan penting dalam memudahkan anak belajar sehingga perlu ditelaah teknik yang memudahkan siswa membuat organisasi materi. Penelitian ini bertujuan mengetahui pengaruh pembelajaran inkuiri terbimbing dengan mind map terhadap keterampilan proses sains dan hasil belajar kognitif. Penelitian kuasi eksperimen ini menggunakan rancangan pre test-post test control group design dengan subjek penelitian siswa kelas VIII SMP Negeri 1 Papalang. Hasil penelitian menunjukkan ada pengaruh positif yang signifikan pembelajaran inkuiri terbimbing dengan mind map terhadap kemampuan keterampilan proses sains dan hasil belajar kognitif siswa. Kata kunci: inkuiri terbimbing, mind map, keterampilan proses sains, hasil belajar kognitif
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Hugerat, Muhamad
2016-01-01
This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…
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[Application of problem-based learning in teaching practice of Science of Meridians and Acupoints].
Wang, Xiaoyan; Tang, Jiqin; Ying, Zhenhao; Zhang, Yongchen
2015-02-01
Science of Meridians and Acupoints is the bridge between basic medicine and clinical medicine of acupuncture and moxibustion. This teaching practice was conducted in reference to the teaching mode of problembased learning (PBL), in association with the clinical design problems, by taking as the students as the role and guided by teachers. In order to stimulate students' active learning enthusiasm, the writers implemented the class teaching in views of the typical questions of clinical design, presentation of study group, emphasis on drawing meridian running courses and acupoint locations, summarization and analysis, as well as comprehensive evaluation so that the comprehensive innovative ability of students and the teaching quality could be improved.
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Hilman .
2015-01-01
Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on...
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Basic life support: evaluation of learning using simulation and immediate feedback devices
Directory of Open Access Journals (Sweden)
Lucia Tobase
2017-10-01
Full Text Available ABSTRACT Objective: to evaluate students’ learning in an online course on basic life support with immediate feedback devices, during a simulation of care during cardiorespiratory arrest. Method: a quasi-experimental study, using a before-and-after design. An online course on basic life support was developed and administered to participants, as an educational intervention. Theoretical learning was evaluated by means of a pre- and post-test and, to verify the practice, simulation with immediate feedback devices was used. Results: there were 62 participants, 87% female, 90% in the first and second year of college, with a mean age of 21.47 (standard deviation 2.39. With a 95% confidence level, the mean scores in the pre-test were 6.4 (standard deviation 1.61, and 9.3 in the post-test (standard deviation 0.82, p <0.001; in practice, 9.1 (standard deviation 0.95 with performance equivalent to basic cardiopulmonary resuscitation, according to the feedback device; 43.7 (standard deviation 26.86 mean duration of the compression cycle by second of 20.5 (standard deviation 9.47; number of compressions 167.2 (standard deviation 57.06; depth of compressions of 48.1 millimeter (standard deviation 10.49; volume of ventilation 742.7 (standard deviation 301.12; flow fraction percentage of 40.3 (standard deviation 10.03. Conclusion: the online course contributed to learning of basic life support. In view of the need for technological innovations in teaching and systematization of cardiopulmonary resuscitation, simulation and feedback devices are resources that favor learning and performance awareness in performing the maneuvers.
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Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami
2016-01-01
The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…
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Vertical integration of basic science in final year of medical education.
Rajan, Sudha Jasmine; Jacob, Tripti Meriel; Sathyendra, Sowmya
2016-01-01
Development of health professionals with ability to integrate, synthesize, and apply knowledge gained through medical college is greatly hampered by the system of delivery that is compartmentalized and piecemeal. There is a need to integrate basic sciences with clinical teaching to enable application in clinical care. To study the benefit and acceptance of vertical integration of basic science in final year MBBS undergraduate curriculum. After Institutional Ethics Clearance, neuroanatomy refresher classes with clinical application to neurological diseases were held as part of the final year posting in two medical units. Feedback was collected. Pre- and post-tests which tested application and synthesis were conducted. Summative assessment was compared with the control group of students who had standard teaching in other two medical units. In-depth interview was conducted on 2 willing participants and 2 teachers who did neurology bedside teaching. Majority (>80%) found the classes useful and interesting. There was statistically significant improvement in the post-test scores. There was a statistically significant difference between the intervention and control groups' scores during summative assessment (76.2 vs. 61.8 P Vertical integration of basic science in final year was beneficial and resulted in knowledge gain and improved summative scores. The classes were found to be useful, interesting and thought to help in clinical care and application by majority of students.
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Donnelly, Lisa A.
2007-12-01
Previous research has documented students' conceptual difficulties learning evolution and how student learning may be related to students' views of evolution and science. This mixed methods study addressed how 74 high school biology students from six Indiana high schools viewed their evolution learning experiences, the demarcations of science from non-science, and evolution understanding and acceptance. Data collection entailed qualitative and quantitative methods including interviews, classroom observations, surveys, and assessments to address students' views of science and non-science, evolution learning experiences, and understanding and acceptance of evolution. Qualitative coding generated several demarcation and evolution learning experience codes that were subsequently used in quantitative comparisons of evolution understanding and acceptance. The majority of students viewed science as empirical, tentative but ultimately leading to certain truth, compatible with religion, the product of experimental work, and the product of human creativity. None of the students offered the consensus NOS view that scientific theories are substantiated explanations of phenomena while scientific laws state relationships or patterns between phenomena. About half the students indicated that scientific knowledge was subjectively and socio-culturally influenced. The majority of students also indicated that they had positive evolution learning experiences and thought evolution should be taught in secondary school. The quantitative comparisons revealed how students who viewed scientific knowledge as subjectively and socio-culturally influenced had higher understanding than their peers. Furthermore, students who maintained that science and religion were compatible did not differ with respect to understanding but had higher acceptance than their peers who viewed science and religion as conflicting. Furthermore, students who maintained that science must be consistent with their
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Vogel, Daniela; Harendza, Sigrid
2016-01-01
Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364
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Active learning: views and actions of students and teachers in basic education
Lunenberg, Mieke L.; Volman, Monique
1999-01-01
This article discusses how teachers and adult, female, immigrant students in basic education deal with active learning. The study orientations, mental models of learning and images of ideal students of the two groups are compared both with each other and with actual educational practice, in order to
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Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen
2016-01-01
In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to…
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A brief review of augmented reality science learning
Gopalan, Valarmathie; Bakar, Juliana Aida Abu; Zulkifli, Abdul Nasir
2017-10-01
This paper reviews several literatures concerning the theories and model that could be applied for science motivation for upper secondary school learners (16-17 years old) in order to make the learning experience more amazing and useful. The embedment of AR in science could bring an awe-inspiring transformation on learners' viewpoint towards the respective subject matters. Augmented Reality is able to present the real and virtual learning experience with the addition of multiple media without replacing the real environment. Due to the unique feature of AR, it attracts the mass attention of researchers to implement AR in science learning. This impressive technology offers learners with the ultimate visualization and provides an astonishing and transparent learning experience by bringing to light the unseen perspective of the learning content. This paper will attract the attention of researchers in the related field as well as academicians in the related discipline. This paper aims to propose several related theoretical guidance that could be applied in science motivation to transform the learning in an effective way.
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2014-01-01
Background The students’ motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Methods Glynn Science Motivation Questionnaire II was used to compare students’ motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. Results For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. Conclusions Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students’ levels and types of motivation into the processes of planning, delivery and evaluation of medical education. PMID:24612878
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Building Future Directions for Teacher Learning in Science Education
Smith, Kathy; Lindsay, Simon
2016-04-01
In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.
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Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles
Anderson, Janice; Barnett, Michael
2011-08-01
The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with pre-service elementary teachers. To this end we explored the impact of using a game called Supercharged! on pre-service teachers' understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! the control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference F(2,134) = 4.8, p video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment. Additionally, this study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that video game designers should embed meta-cognitive activities such as reflective opportunities into educational video games to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience.
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Amaral, Margarida D; Boj, Sylvia F; Shaw, James; Leipziger, Jens; Beekman, Jeffrey M
2018-06-01
The European Cystic Fibrosis Society (ECFS) Basic Science Working Group (BSWG) organized a session on the topic "Cystic Fibrosis: Beyond the Airways", within the 15th ECFS Basic Science Conference which gathered around 200 researchers working in the basic science of CF. The session was organized and chaired by Margarida Amaral (BioISI, University of Lisboa, Portugal) and Jeffrey Beekman (University Medical Centre Utrecht, Netherlands) as Chair and Vice-Chair of the BSWG and its purpose was to bring attention of participants of the ECFS Basic Science Conference to "more forgotten" organs in CF disease. In this report we attempt to review and integrate the ideas that emerged at the session. Copyright © 2018 European Cystic Fibrosis Society. All rights reserved.
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Lele Mookerjee, Anuradha; Fischer, Bradford D; Cavanaugh, Susan; Rajput, Vijay
2018-05-20
Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.
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Impact of the 3-D model strategy on science learning of the solar system
Alharbi, Mohammed
The purpose of this mixed method study, quantitative and descriptive, was to determine whether the first-middle grade (seventh grade) students at Saudi schools are able to learn and use the Autodesk Maya software to interact and create their own 3-D models and animations and whether their use of the software influences their study habits and their understanding of the school subject matter. The study revealed that there is value to the science students regarding the use of 3-D software to create 3-D models to complete science assignments. Also, this study aimed to address the middle-school students' ability to learn 3-D software in art class, and then ultimately use it in their science class. The success of this study may open the way to consider the impact of 3-D modeling on other school subjects, such as mathematics, art, and geography. When the students start using graphic design, including 3-D software, at a young age, they tend to develop personal creativity and skills. The success of this study, if applied in schools, will provide the community with skillful young designers and increase awareness of graphic design and the new 3-D technology. Experimental method was used to answer the quantitative research question, are there significant differences applying the learning method using 3-D models (no 3-D, premade 3-D, and create 3-D) in a science class being taught about the solar system and its impact on the students' science achievement scores? Descriptive method was used to answer the qualitative research questions that are about the difficulty of learning and using Autodesk Maya software, time that students take to use the basic levels of Polygon and Animation parts of the Autodesk Maya software, and level of students' work quality.
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Mandell, Brian E.
The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students as they learned about a complex science topic from a hypermedia learning environment. Thirty participants were sampled. Participants were administered a number of measures to assess their achievement and self-efficacy. In addition, a microanalytic methodology, grounded in Zimmerman's cyclical model of self-regulated learning, was used to assess student self-regulated learning. It was hypothesized that there would be modest positive correlations between Zimmerman's three phases of self-regulated learning, that high achieving science students would deploy more self-regulatory subprocesses than average and low achieving science students, that high achieving science students would have higher self-efficacy beliefs to engage in self-regulated learning than average and low achieving science students, and that low achieving science students would over-estimate their self-efficacy for performance beliefs, average achieving science students would slightly overestimate their self-efficacy for performance beliefs, and high achieving science students would under-estimate their self-efficacy for performance beliefs. All hypotheses were supported except for the high achieving science students who under-estimated their self-efficacy for performance beliefs on the Declarative Knowledge Measure and slightly overestimated their self-efficacy for performance beliefs on the Conceptual Knowledge Measure. Finally, all measures of self-regulated learning were combined and entered into a regression formula to predict the students' scores on the two science tests, and it was revealed that the combined measure predicted 91% of the variance on the Declarative Knowledge Measure and 92% of the variance on the Conceptual Knowledge Measure. This study adds hypermedia learning environments to the contexts that the microanalytic
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Chiu, Yu-Li; Lin, Tzung-Jin; Tsai, Chin-Chung
2016-01-01
Background: The sophistication of students' conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students' conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of…
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The Role of Research on Science Teaching and Learning
National Science Teachers Association (NJ1), 2010
2010-01-01
Research on science teaching and learning plays an important role in improving science literacy, a goal called for in the National Science Education Standards (NRC 1996) and supported by the National Science Teachers Association (NSTA 2003). NSTA promotes a research agenda that is focused on the goal of enhancing student learning through effective…
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Ciencia básica y ciencia aplicada Basic science and applied science
Directory of Open Access Journals (Sweden)
Ruy Pérez-Tamayo
2001-08-01
://www.insp.mx/salud/index.htmlA lecture was presented by the author at the Democratic Opinion Forum on Health Teaching and Research, organized by Mexico´s National Health Institutes Coordinating Office, at National Cardiology Institute "Ignacio Chavez", where he presented a critical review of the conventional classification of basic and applied science, as well as his personal view on health science teaching and research. According to the author, "well-conducted science" is that "generating reality-checked knowledge" and "mis-conducted science" is that "unproductive or producing 'just lies' and 'non-fundable'. To support his views, the author reviews utilitarian and pejorative definitions of science, as well as those of committed and pure science, useful and useless science, and practical and esoterical science, as synonyms of applied and basic science. He also asserts that, in Mexico, "this classification has been used in the past to justify federal funding cutbacks to basic science, allegedly because it is not targeted at solving 'national problems' or because it was not relevant to priorities set in a given six-year political administration period". Regarding health education and research, the author asserts that the current academic programs are inefficient and ineffective; his proposal to tackle these problems is to carry out a solid scientific study, conducted by a multidisciplinary team of experts, "to design the scientific researcher curricula from recruitment of intelligent young people to retirement or death". Performance assessment of researchers would not be restricted to publication of papers, since "the quality of scientific work and contribution to the development of science is not reflected by the number of published papers". The English version of this paper is available at: http://www.insp.mx/salud/index.html
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Reuter, Jamie M.
The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to
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Basic life support: evaluation of learning using simulation and immediate feedback devices1.
Tobase, Lucia; Peres, Heloisa Helena Ciqueto; Tomazini, Edenir Aparecida Sartorelli; Teodoro, Simone Valentim; Ramos, Meire Bruna; Polastri, Thatiane Facholi
2017-10-30
to evaluate students' learning in an online course on basic life support with immediate feedback devices, during a simulation of care during cardiorespiratory arrest. a quasi-experimental study, using a before-and-after design. An online course on basic life support was developed and administered to participants, as an educational intervention. Theoretical learning was evaluated by means of a pre- and post-test and, to verify the practice, simulation with immediate feedback devices was used. there were 62 participants, 87% female, 90% in the first and second year of college, with a mean age of 21.47 (standard deviation 2.39). With a 95% confidence level, the mean scores in the pre-test were 6.4 (standard deviation 1.61), and 9.3 in the post-test (standard deviation 0.82, p basic cardiopulmonary resuscitation, according to the feedback device; 43.7 (standard deviation 26.86) mean duration of the compression cycle by second of 20.5 (standard deviation 9.47); number of compressions 167.2 (standard deviation 57.06); depth of compressions of 48.1 millimeter (standard deviation 10.49); volume of ventilation 742.7 (standard deviation 301.12); flow fraction percentage of 40.3 (standard deviation 10.03). the online course contributed to learning of basic life support. In view of the need for technological innovations in teaching and systematization of cardiopulmonary resuscitation, simulation and feedback devices are resources that favor learning and performance awareness in performing the maneuvers.
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The effectivenes of science domain-based science learning integrated with local potency
Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu
2017-08-01
This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.
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Common Core Science Standards: Implications for Students with Learning Disabilities
Scruggs, Thomas E.; Brigham, Frederick J.; Mastropieri, Margo A.
2013-01-01
The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various…
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Applying the Science of Learning to the Learning of Science: Newton's Second Law of Motion
Lemmer, Miriam
2018-01-01
Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton's second law of motion from a cognitive perspective that takes social factors into account. A…
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Rahayu, D. V.; Kusumah, Y. S.; Darhim
2018-05-01
This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.
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Dunn, Karee E.; Lo, Wen-Juo
2015-11-01
Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.
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Science Hobbyists: Active Users of the Science-Learning Ecosystem
Corin, Elysa N.; Jones, M. Gail; Andre, Thomas; Childers, Gina M.; Stevens, Vanessa
2017-01-01
Science hobbyists engage in self-directed, free-choice science learning and many have considerable expertise in their hobby area. This study focused on astronomy and birding hobbyists and examined how they used organizations to support their hobby engagement. Interviews were conducted with 58 amateur astronomers and 49 birders from the midwestern…
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Basic and Applied Research at the Los Alamos Neutron Science Center
International Nuclear Information System (INIS)
Lisowski, P.W.
2003-01-01
The Los Alamos Neutron Science Center, or LANSCE, is an accelerator-based national user facility for research in basic and applied science. At present LANSCE has two experimental areas primarily using neutrons generated by 800-MeV protons striking tungsten target systems. A third area uses the proton beam for radiography. This paper describes the three LANSCE experimental areas, gives highlights of the past operating period, and discusses plans for the future
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Exoplanet Science in the Classroom: Learning Activities for an Introductory Physics Course
Della-Rose, Devin; Carlson, Randall; de La Harpe, Kimberly; Novotny, Steven; Polsgrove, Daniel
2018-03-01
Discovery of planets outside our solar system, known as extra-solar planets or exoplanets for short, has been at the forefront of astronomical research for over 25 years. Reports of new discoveries have almost become routine; however, the excitement surrounding them has not. Amazingly, as groundbreaking as exoplanet science is, the basic physics is quite accessible to first-year physics students, as discussed in previous TPT articles. To further illustrate this point, we developed an iOS application that generates synthetic exoplanet data to provide students and teachers with interactive learning activities. Using introductory physics concepts, we demonstrate how to estimate exoplanet mass, radius, and density from the app output. These calculations form the basis for a diverse range of classroom activities. We conclude with a summary of exoplanet science resources for teachers.
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Enacting Informal Science Learning: Exploring the Battle for Informal Learning
Clapham, Andrew
2016-01-01
Informal Science Learning (ISL) is a policy narrative of interest in the United Kingdom and abroad. This paper explores how a group of English secondary school science teachers, enacted ISL science clubs through employing the Periodic Table of Videos. It examines how these teachers "battled" to enact ISL policy in performative conditions…
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Science for Energy Technology: Strengthening the Link Between Basic Research and Industry
Energy Technology Data Exchange (ETDEWEB)
None
2010-04-01
The nation faces two severe challenges that will determine our prosperity for decades to come: assuring clean, secure, and sustainable energy to power our world, and establishing a new foundation for enduring economic and jobs growth. These challenges are linked: the global demand for clean sustainable energy is an unprecedented economic opportunity for creating jobs and exporting energy technology to the developing and developed world. But achieving the tremendous potential of clean energy technology is not easy. In contrast to traditional fossil fuel-based technologies, clean energy technologies are in their infancy, operating far below their potential, with many scientific and technological challenges to overcome. Industry is ultimately the agent for commercializing clean energy technology and for reestablishing the foundation for our economic and jobs growth. For industry to succeed in these challenges, it must overcome many roadblocks and continuously innovate new generations of renewable, sustainable, and low-carbon energy technologies such as solar energy, carbon sequestration, nuclear energy, electricity delivery and efficiency, solid state lighting, batteries and biofuels. The roadblocks to higher performing clean energy technology are not just challenges of engineering design but are also limited by scientific understanding.Innovation relies on contributions from basic research to bridge major gaps in our understanding of the phenomena that limit efficiency, performance, or lifetime of the materials or chemistries of these sustainable energy technologies. Thus, efforts aimed at understanding the scientific issues behind performance limitations can have a real and immediate impact on cost, reliability, and performance of technology, and ultimately a transformative impact on our economy. With its broad research base and unique scientific user facilities, the DOE Office of Basic Energy Sciences (BES) is ideally positioned to address these needs. BES has laid
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Bakr, Mahmoud M; Thompson, C Mark; Massadiq, Magdalena
2017-07-01
Basic science courses are extremely important as a foundation for scaffolding knowledge and then applying it in future courses, clinical situations as well as in a professional career. Anatomical sciences, which include tooth morphology, oral histology, oral embryology, and head and neck anatomy form a core part of the preclinical courses in dental technology programs. In this article, the importance and relevance of anatomical sciences to dental personnel with no direct contact with patients (dental technicians) and limited discipline related contact with patients (dental prosthetists) is highlighted. Some light is shed on the role of anatomical sciences in the pedagogical framework and its significance in the educational process and interprofessional learning of dental technicians and prosthetists using oral biology as an example in the dental curriculum. To conclude, anatomical sciences allow dental technicians and prosthetists to a gain a better insight of how tissues function, leading to a better understanding of diagnosis, comprehensive treatment planning and referrals if needed. Patient communication and satisfaction also increases as a result of this deep understanding of oral tissues. Anatomical sciences bridge the gap between basic science, preclinical, and clinical courses, which leads to a holistic approach in patient management. Finally, treatment outcomes are positively affected due to the appreciation of the macro and micro structure of oral tissues. Anat Sci Educ 10: 395-404. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.
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Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung
2018-01-01
Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in…
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A review of second law techniques applicable to basic thermal science research
Drost, M. Kevin; Zamorski, Joseph R.
1988-11-01
This paper reports the results of a review of second law analysis techniques which can contribute to basic research in the thermal sciences. The review demonstrated that second law analysis has a role in basic thermal science research. Unlike traditional techniques, second law analysis accurately identifies the sources and location of thermodynamic losses. This allows the development of innovative solutions to thermal science problems by directing research to the key technical issues. Two classes of second law techniques were identified as being particularly useful. First, system and component investigations can provide information of the source and nature of irreversibilities on a macroscopic scale. This information will help to identify new research topics and will support the evaluation of current research efforts. Second, the differential approach can provide information on the causes and spatial and temporal distribution of local irreversibilities. This information enhances the understanding of fluid mechanics, thermodynamics, and heat and mass transfer, and may suggest innovative methods for reducing irreversibilities.
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The Use of Mobile Learning in Science: A Systematic Review
Crompton, Helen; Burke, Diane; Gregory, Kristen H.; Gräbe, Catharina
2016-04-01
The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5-11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.
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Using Environmental Science as a Motivational Tool to Teach Physics to Non-Science Majors
Busch, Hauke C.
2010-01-01
A traditional physical science course was transformed into an environmental physical science course to teach physics to non-science majors. The objective of the new course was to improve the learning of basic physics principles by applying them to current issues of interest. A new curriculum was developed with new labs, homework assignments,…
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Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?
Brauer, Heike; Wilde, Matthias
2018-02-01
Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to differentiate the beliefs about their students' learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers' beliefs about their own learning are identical to those about their students' learning. Using a sample of pre-service teachers, we measured general beliefs about "constructivist" and "transmissive" learning and science-specific beliefs about "connectivity" and "taking pre-concepts into account". We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students' science learning remain closely tied to their own.
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Directory of Open Access Journals (Sweden)
Deril Gusa Wijaya
2014-12-01
Based on the analysis of the results obtained the following results: (1 There is a positive and significant relationship between the attitude of Learning (X1 with Achievement Automotive Basics (Y; (2 There is a positive and significant relationship between Interests Learning (X2 with Achievement Automotive Basics (Y; (3 There is a positive and significant relationship Attitude Study (X1 and Interest in Learning (X2 with Achievement Automotive Basics (Y.
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The Sequencing of Basic Chemistry Topics by Physical Science Teachers
Sibanda, Doras; Hobden, Paul
2016-01-01
The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and…
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Informal Science learning in PIBID: identifying and interpreting the strands
Directory of Open Access Journals (Sweden)
Thomas Barbosa Fejolo
2013-10-01
Full Text Available This paper presents a research on informal Science learning in the context of the Institutional Scholarship Program Initiation to Teaching (PIBID. We take as reference the strands of informal Science learning (FAC, representing six dimensions of learning, they are: 1 Development of interest in Science; 2 Understanding of scientific knowledge; 3 Engaging in scientific reasoning; 4 Reflection on Science; 5 Engagement in scientific practice; 6 Identification with Science. For the lifting data, it was used the filming record of the interactions and dialogues of undergraduate students while performing activities of Optical Spectroscopy in the laboratory. Based on the procedures of content analysis and interpretations through communication, we investigate which of the six strands were present during the action of the students in activities. As a result we have drawn a learning profile for each student by distributing communications in different strands of informal Science learning.
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Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects.
García-Iglesias, María J; Pérez-Martínez, Claudia; Gutiérrez-Martín, César B; Díez-Laiz, Raquel; Sahagún-Prieto, Ana M
2018-02-01
Tutoring is a useful tool in the university teaching-learning binomial, although its development is impaired in large classes. Recent improvements in information and communication technologies have made tutoring possible via the Internet. The aim of this study was to evaluate the efficacy of mixed-method academic tutoring in two basic subjects in Veterinary Science studies at the University of León (Spain) to optimize the usefulness of tutoring support in the college environment. This quasi-experimental study was firstly carried out as a pilot study in a small group of tutored students of "Cytology and Histology" (CH) (47/186; 25.3%) and "Veterinary Pharmacology" (VP) (33/141; 23.4%) subjects, and was implemented in a large class of CH the next academic year (150 students) while comparing the results with those obtained in a previous tutorless course (162 students). Tutored students were given access to online questionnaires with electronic feedback on each subject. In addition to traditional tutoring carried out in both tutored and tutorless students, the pilot study included three sessions of face-to-face tutoring in order to monitor the progress of students. Its efficacy was assessed by monitoring students' examination scores and attendance as well as a satisfaction survey. Although the examination attendance rate in the pilot study was not significantly different between tutored and tutorless groups in both subjects, an increase for numerical scores in tutored groups was observed, with a significant higher final score in VP (p = 0.001) and in the CH practice exams (first term, p = 0.009; final, p = 0.023). Good and merit scores were also better in tutored students with significant differences in VP (p = 0.005). Students felt comfortable with the tutoring service (100% in CH; 91.7% in VP). Implementation of this additional support in CH also resulted in a significant increase of attendance at the final exam in tutored courses (87.3% versus 77
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Learning Lunar Science Through the Selene Videogame
Reese, D. D.; Wood, C. A.
2010-03-01
Selene is a videogame to promote and assess learning of lunar science concepts. As players build and modify a Moon, Selene measures learning as it occurs. Selene is a model for 21st century learning and embedded assessment.
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Participation in Informal Science Learning Experiences: The Rich Get Richer?
DeWitt, Jennifer; Archer, Louise
2017-01-01
Informal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the…
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Development and Validation of a Project Package for Junior Secondary School Basic Science
Udofia, Nsikak-Abasi
2014-01-01
This was a Research and Developmental study designed to develop and validate projects for Junior Secondary School Basic Science instruction and evaluation. The projects were developed using the project blueprint and sent for validation by experts in science education and measurement and evaluation; using a project validation scale. They were to…
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Mahfood, Denise Marcia
The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American and Latina/o students as they learn science in middle school, high school, and in college and (2) to reveal through personal narratives how successful entry and persistence in science by this particular group is linked to the development of their science identities. The targeted population for this study is undergraduate students of color in science fields at a college or university. The theoretical frameworks for this study are constructivist theory, motivation theory, critical theory, and identity theories. The methodological approach is narrative which includes students' science learning experiences throughout the course of their academic lives. I use The Science Motivation Questionnaire II to obtain baseline data to quantitatively assess for motivation to learn science. Data from semi-structured interviews from selected participants were collected, coded, and configured into a story, and emergent themes reveal the important role of science learning in both informal and formal settings, but especially in informal settings that contribute to better understandings of science and the development of science identities for these undergraduate students of color. The findings have implications for science teaching in schools and teacher professional development in science learning.
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A science of meaning. Can behaviorism bring meaning to psychological science?
DeGrandpre, R J
2000-07-01
An argument is presented for making meaning a central dependent variable in psychological science. Principles of operant psychology are then interpreted as providing a basic foundation for a science of meaning. The emphasis here is on the generality of basic operant concepts, where learning is a process of meaning making that is governed largely by natural contingencies; reinforcement is an organic process in which environment-behavior relations are selected, defined here as a dialectical process of meaning making; and reinforcers are experiential consequences with acquired, ecologically derived meanings. The author concludes with a call for a more interdisciplinary science of psychology, focusing on the individual in society.
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Future Scenarios for Mobile Science Learning
Burden, Kevin; Kearney, Matthew
2016-04-01
This paper adopts scenario planning as a methodological approach and tool to help science educators reconceptualise their use of mobile technologies across various different futures. These `futures' are set out neither as predictions nor prognoses but rather as stimuli to encourage greater discussion and reflection around the use of mobile technologies in science education. Informed by the literature and our empirical data, we consider four alternative futures for science education in a mobile world, with a particular focus on networked collaboration and student agency. We conclude that `seamless learning', whereby students are empowered to use their mobile technologies to negotiate across physical and virtual boundaries (e.g. between school and out-of-school activities), may be the most significant factor in encouraging educators to rethink their existing pedagogical patterns, thereby realizing some of the promises of contextualised participatory science learning.
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Science learning motivation as correlate of students’ academic performances
Directory of Open Access Journals (Sweden)
Nhorvien Jay P. Libao
2016-09-01
Full Text Available This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.
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Using peer-assisted learning to teach basic surgical skills: medical students’ experiences
Directory of Open Access Journals (Sweden)
Mahdi Saleh
2013-08-01
Full Text Available Standard medical curricula in the United Kingdom (UK typically provide basic surgical-skills teaching before medical students are introduced into the clinical environment. However, these sessions are often led by clinical teaching fellows and/or consultants. Depending on the roles undertaken (e.g., session organizers, peer tutors, a peer-assisted learning (PAL approach may afford many benefits to teaching surgical skills. At the University of Keele's School of Medicine, informal PAL is used by the Surgical Society to teach basic surgical skills to pre-clinical students. As medical students who assumed different roles within this peer-assisted model, we present our experiences and discuss the possible implications of incorporating such sessions into UK medical curricula. Our anecdotal evidence suggests that a combination of PAL sessions – used as an adjunct to faculty-led sessions – may provide optimal learning opportunities in delivering a basic surgical skills session for pre-clinical students.
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Opportunities for discovery: Theory and computation in Basic Energy Sciences
Energy Technology Data Exchange (ETDEWEB)
Harmon, Bruce; Kirby, Kate; McCurdy, C. William
2005-01-11
New scientific frontiers, recent advances in theory, and rapid increases in computational capabilities have created compelling opportunities for theory and computation to advance the scientific mission of the Office of Basic Energy Sciences (BES). The prospects for success in the experimental programs of BES will be enhanced by pursuing these opportunities. This report makes the case for an expanded research program in theory and computation in BES. The Subcommittee on Theory and Computation of the Basic Energy Sciences Advisory Committee was charged with identifying current and emerging challenges and opportunities for theoretical research within the scientific mission of BES, paying particular attention to how computing will be employed to enable that research. A primary purpose of the Subcommittee was to identify those investments that are necessary to ensure that theoretical research will have maximum impact in the areas of importance to BES, and to assure that BES researchers will be able to exploit the entire spectrum of computational tools, including leadership class computing facilities. The Subcommittee s Findings and Recommendations are presented in Section VII of this report.
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Lateral learning for science reporters | IDRC - International ...
International Development Research Centre (IDRC) Digital Library (Canada)
2011-01-31
Jan 31, 2011 ... In poor countries, science journalists frequently lack training, ... Federation of Science Journalists (WFSJ) is making a good start on ... and may offer little chance for instructors to give close attention to individual students .... In some districts, basic research resources like cheap and reliable telephone service, ...
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The effect of science learning integrated with local potential to improve science process skills
Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih
2017-08-01
This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.
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Engaging Karen refugee students in science learning through a cross-cultural learning community
Harper, Susan G.
2017-02-01
This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science.
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Integration of ICTs into the Basic Curriculum in Primary Schools in ...
International Development Research Centre (IDRC) Digital Library (Canada)
Integration of ICTs into the Basic Curriculum in Primary Schools in Sénégal - Phase II ... for integrating ICTs at various stages of the teaching and learning process. ... première cohorte de chercheuses en science des changements climatiques.
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Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.
2015-04-01
The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).
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Nwafor, C. E.; Umoke, C. C.
2016-01-01
This study was designed to evaluate the content adequacy and readability of approved basic science and technology textbooks in use in junior secondary schools in Nigeria. Eight research questions guided the study. The sample of the study consisted of six (6) approved basic science and technology textbooks, 30 Junior Secondary Schools randomly…
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Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.
Best, Leandra; Walton, Joanne N; Walker, Judith; von Bergmann, HsingChi
2016-04-01
This article describes how the University of British Columbia Faculty of Dentistry reached consensus on essential basic biomedical science objectives for DMD students and applied the information to the renewal of its DMD curriculum. The Delphi Method was used to build consensus among dental faculty members and students regarding the relevance of over 1,500 existing biomedical science objectives. Volunteer panels of at least three faculty members (a basic scientist, a general dentist, and a dental specialist) and a fourth-year dental student were formed for each of 13 biomedical courses in the first two years of the program. Panel members worked independently and anonymously, rating each course objective as "need to know," "nice to know," "irrelevant," or "don't know." Panel members were advised after each round which objectives had not yet achieved a 75% consensus and were asked to reconsider their ratings. After a maximum of three rounds to reach consensus, a second group of faculty experts reviewed and refined the results to establish the biomedical science objectives for the renewed curriculum. There was consensus on 46% of the learning objectives after round one, 80% after round two, and 95% after round three. The second expert group addressed any remaining objectives as part of its review process. Only 47% of previous biomedical science course objectives were judged to be essential or "need to know" for the general dentist. The consensus reached by participants in the Delphi Method panels and a second group of faculty experts led to a streamlined, better integrated DMD curriculum to prepare graduates for future practice.
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Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms
Zhai, Junqing; Tan, Aik-Ling
2015-01-01
This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…
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Spicing Up Basic Science Instruction with Storyline Strategy; What Is ...
African Journals Online (AJOL)
This study determined the effect of storyline strategy on primary school pupils‟ achievement in Basic Science with moderating effect of English Language proficiency of pupils. This study is the pre-test, post-test control group. It is a 2 x 2 quasi experimental study in which intact classes were used. This implies that the design ...
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Haefner, Leigh Ann; Zembal-Saul, Carla
This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry-oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi-participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.
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Collaborative learning in radiologic science education.
Yates, Jennifer L
2006-01-01
Radiologic science is a complex health profession, requiring the competent use of technology as well as the ability to function as part of a team, think critically, exercise independent judgment, solve problems creatively and communicate effectively. This article presents a review of literature in support of the relevance of collaborative learning to radiologic science education. In addition, strategies for effective design, facilitation and authentic assessment of activities are provided for educators wishing to incorporate collaborative techniques into their program curriculum. The connection between the benefits of collaborative learning and necessary workplace skills, particularly in the areas of critical thinking, creative problem solving and communication skills, suggests that collaborative learning techniques may be particularly useful in the education of future radiologic technologists. This article summarizes research identifying the benefits of collaborative learning for adult education and identifying the link between these benefits and the necessary characteristics of medical imaging technologists.
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On learning science and pseudoscience from prime-time television programming
Whittle, Christopher Henry
The purpose of the present dissertation is to determine whether the viewing of two particular prime-time television programs, ER and The X-Files, increases viewer knowledge of science and to identify factors that may influence learning from entertainment television programming. Viewer knowledge of scientific dialogue from two science-based prime-time television programs, ER, a serial drama in a hospital emergency room and The X-Files, a drama about two Federal Bureau of Investigation agents who pursue alleged extraterrestrial life and paranormal activity, is studied. Level of viewing, education level, science education level, experiential factors, level of parasocial interaction, and demographic characteristics are assessed as independent variables affecting learning from entertainment television viewing. The present research involved a nine-month long content analysis of target television program dialogue and data collection from an Internet-based survey questionnaire posted to target program-specific on-line "chat" groups. The present study demonstrated that entertainment television program viewers incidentally learn science from entertainment television program dialogue. The more they watch, the more they learn. Viewing a pseudoscientific fictional television program does necessarily influence viewer beliefs in pseudoscience. Higher levels of formal science study are reflected in more science learning and less learning of pseudoscience from entertainment television program viewing. Pseudoscience learning from entertainment television programming is significantly related to experience with paranormal phenomena, higher levels of viewer parasocial interaction, and specifically, higher levels of cognitive parasocial interaction. In summary, the greater a viewer's understanding of science the more they learn when they watch their favorite science-based prime-time television programs. Viewers of pseudoscience-based prime-time television programming with higher levels
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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
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Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students
Herpratiwi; Darsono; Sasmiati; Pujiyatli
2018-01-01
Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…
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Science Learning Motivation as Correlate of Students' Academic Performances
Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.
2016-01-01
This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…
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Directory of Open Access Journals (Sweden)
Franz Breuer
2007-01-01
Full Text Available For many qualitative researchers in the social sciences, learning about and teaching qualitative research methods and methodology raises a number of questions. This topic was the focus of a symposium held during the Second Berlin Summer School for Qualitative Research Methods in July 2006. In this contribution, some of the issues discussed during the symposium are taken up and extended, and some basic dimensions underlying these issues are summarized. How qualitative research methods and methodology are taught is closely linked to the ways in which qualitative researchers in the social sciences conceptualize themselves and their discipline. In the following, we distinguish between a paradigmatic and a pragmatic view. From a pragmatic point of view, qualitative research methods are considered research strategies or techniques and can be taught in the sense of recipes with specific steps to be carried out. According to a paradigmatic point of view (strongly inspired by constructivism, qualitative research methods and methodology are conceptualized as a craft to be practiced together by a "master" and an "apprentice." Moreover, the teaching of qualitative research methods also depends heavily on the institutional standing of qualitative compared to quantitative research method. Based on these considerations, five basic dimensions of learning about and teaching qualitative research methods are suggested: ways of teaching (ranging from the presentation of textbook knowledge to cognitive apprenticeship and instructors' experience with these; institutional contexts, including their development and the teaching of qualitative research methods in other than university contexts; the "fit" between personality and method, including relevant personal skills and talents; and, as a special type of instructional context that increasingly has gained importance, distance learning and its implications for learning about and teaching qualitative research methods
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ME science as mobile learning based on virtual reality
Fradika, H. D.; Surjono, H. D.
2018-04-01
The purpose of this article described about ME Science (Mobile Education Science) as mobile learning application learning of Fisika Inti. ME Science is a product of research and development (R&D) that was using Alessi and Trollip model. Alessi and Trollip model consists three stages that are: (a) planning include analysis of problems, goals, need, and idea of development product, (b) designing includes collecting of materials, designing of material content, creating of story board, evaluating and review product, (c) developing includes development of product, alpha testing, revision of product, validation of product, beta testing, and evaluation of product. The article describes ME Science only to development of product which include development stages. The result of development product has been generates mobile learning application based on virtual reality that can be run on android-based smartphone. These application consist a brief description of learning material, quizzes, video of material summery, and learning material based on virtual reality.
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Blended learning as an effective pedagogical paradigm for biomedical science
Directory of Open Access Journals (Sweden)
Perry Hartfield
2013-11-01
Full Text Available Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments, and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science. DOI: 10.18870/hlrc.v3i4.169
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Physical experience enhances science learning.
Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L
2015-06-01
Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.
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Brain-Based Learning and Standards-Based Elementary Science.
Konecki, Loretta R.; Schiller, Ellen
This paper explains how brain-based learning has become an area of interest to elementary school science teachers, focusing on the possible relationships between, and implications of, research on brain-based learning to the teaching of science education standards. After describing research on the brain, the paper looks at three implications from…
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Newly qualified teachers' visions of science learning and teaching
Roberts, Deborah L.
2011-12-01
This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a
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Advancing Research on Undergraduate Science Learning
Singer, Susan Rundell
2013-01-01
This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…
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Inquiry-Based Learning in China: Lesson Learned for School Science Practices
Nuangchalerm, Prasart
2014-01-01
Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…
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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
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Science classroom inquiry (SCI simulations: a novel method to scaffold science learning.
Directory of Open Access Journals (Sweden)
Melanie E Peffer
Full Text Available Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.
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Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning.
Peffer, Melanie E; Beckler, Matthew L; Schunn, Christian; Renken, Maggie; Revak, Amanda
2015-01-01
Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.
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Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science
Archer, Candace C.; Miller, Melissa K.
2011-01-01
Prior research in political science and other disciplines demonstrates the pedagogical and practical benefits of active learning. Less is known, however, about the extent to which active learning is used in political science classrooms. This study assesses the prioritization of active learning in "gateway" political science courses, paying…
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Inclusive science education: learning from Wizard
Koomen, Michele Hollingsworth
2016-06-01
This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.
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Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students
Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung
2018-01-01
This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…
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Investigating Your School's Science Teaching and Learning Culture
Sato, Mistilina; Bartiromo, Margo; Elko, Susan
2016-01-01
The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.
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Learning about the Nature of Science Using Algae
Edelmann, Hans G.; Martius, Thilo; Hahn, Achim; Schlüter, Kirsten; Nessler, Stefan H.
2016-01-01
Enquiry learning and teaching about the nature of science (NoS) is a key element of science education. We have designed an experimental setting for students aged 12-14 years to exercise enquiry-learning skills and to introduce students to the NoS aspects of creativity and imagination. It also illustrates the impact of carbon dioxide on the growth…
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Science learning motivation as correlate of students’ academic performances
Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P.; Dupa, Maria Elena D.; Bautista, Romiro Gordo
2016-01-01
This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, e...
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Teaching of anatomical sciences: A blended learning approach.
Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A
2018-04-01
Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.
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Ho, Hsin-Ning Jessie; Liang, Jyh-Chong
2015-01-01
This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling…
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The Neuropsychoanalytic Approach: Using Neuroscience as the Basic Science of Psychoanalysis.
Johnson, Brian; Flores Mosri, Daniela
2016-01-01
Neuroscience was the basic science behind Freud's psychoanalytic theory and technique. He worked as a neurologist for 20 years before being aware that a new approach to understand complex diseases, namely the hysterias, was needed. Solms coined the term neuropsychoanalysis to affirm that neuroscience still belongs in psychoanalysis. The neuropsychoanalytic field has continued Freud's original ideas as stated in 1895. Developments in psychoanalysis that have been created or revised by the neuropsychoanalysis movement include pain/relatedness/opioids, drive, structural model, dreams, cathexis, and dynamic unconscious. Neuroscience has contributed to the development of new psychoanalytic theory, such as Bazan's (2011) description of anxiety driven by unconscious intentions or "phantoms." Results of adopting the "dual aspect monism" approach of idiographic psychoanalytic clinical observation combined with nomothetic investigation of related human phenomena include clarification and revision of theory, restoration of the scientific base of psychoanalysis, and improvement of clinical treatments. By imbricating psychoanalytic thinking with neuroscience, psychoanalysts are also positioned to make contributions to neuroscience research. Freud's original Project for a Scientific Psychology/Psychology for Neurologists can be carried forward in a way that moves psychoanalysis into the twenty-first century as a core contemporary science (Kandel, 1999). Neuroscience as the basic science of psychoanalysis both improves the field, and enhances its scientific and cultural status.
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Using Amphibians and Reptiles to Learn the Process of Science
Greene, Janice Schnake; Greene, Brian D.
2005-01-01
Although every student must take some science courses to graduate, understanding the process of science is important, and some students never seem to really grasp science. The National Science Education Standards stress process as a major component in science instruction. The standards state that scientific inquiry is basic to science education…
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A Blended Learning Module in Statistics for Computer Science and Engineering Students Revisited
Directory of Open Access Journals (Sweden)
Christina Andersson
2017-11-01
Full Text Available Teaching a statistics course for undergraduate computer science students can be very challenging: As statistics teachers we are usually faced with problems ranging from a complete disinterest in the subject to lack of basic knowledge in mathematics and anxiety for failing the exam, since statistics has the reputation of having high failure rates. In our case, we additionally struggle with difficulties in the timing of the lectures as well as often occurring absence of the students due to spare-time jobs or a long traveling time to the university. This paper reveals how these issues can be addressed by the introduction of a blended learning module in statistics. In the following, we describe an e-learning development process used to implement time- and location-independent learning in statistics. The study focuses on a six-step-approach for developing the blended learning module. In addition, the teaching framework for the blended module is presented, including suggestions for increasing the interest in learning the course. Furthermore, the first experimental in-class usage, including evaluation of the students’ expectations, has been completed and the outcome is discussed.
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Teacher Learning from Girls' Informal Science Experiences
Birmingham, Daniel J.
2013-01-01
School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…
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Affordances of Augmented Reality in Science Learning: Suggestions for Future Research
Cheng, Kun-Hung; Tsai, Chin-Chung
2013-08-01
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image- based AR and location- based AR. These approaches may result in different affordances for science learning. It is then found that students' spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.
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Basic Energy Sciences Program Update
Energy Technology Data Exchange (ETDEWEB)
None, None
2016-01-04
The U.S. Department of Energy’s (DOE) Office of Basic Energy Sciences (BES) supports fundamental research to understand, predict, and ultimately control matter and energy at the electronic, atomic, and molecular levels to provide the foundations for new energy technologies and to support DOE missions in energy, environment, and national security. The research disciplines covered by BES—condensed matter and materials physics, chemistry, geosciences, and aspects of physical biosciences— are those that discover new materials and design new chemical processes. These disciplines touch virtually every aspect of energy resources, production, conversion, transmission, storage, efficiency, and waste mitigation. BES also plans, constructs, and operates world-class scientific user facilities that provide outstanding capabilities for imaging and spectroscopy, characterizing materials of all kinds ranging from hard metals to fragile biological samples, and studying the chemical transformation of matter. These facilities are used to correlate the microscopic structure of materials with their macroscopic properties and to study chemical processes. Such experiments provide critical insights to electronic, atomic, and molecular configurations, often at ultrasmall length and ultrafast time scales.
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Machine Learning Techniques in Clinical Vision Sciences.
Caixinha, Miguel; Nunes, Sandrina
2017-01-01
This review presents and discusses the contribution of machine learning techniques for diagnosis and disease monitoring in the context of clinical vision science. Many ocular diseases leading to blindness can be halted or delayed when detected and treated at its earliest stages. With the recent developments in diagnostic devices, imaging and genomics, new sources of data for early disease detection and patients' management are now available. Machine learning techniques emerged in the biomedical sciences as clinical decision-support techniques to improve sensitivity and specificity of disease detection and monitoring, increasing objectively the clinical decision-making process. This manuscript presents a review in multimodal ocular disease diagnosis and monitoring based on machine learning approaches. In the first section, the technical issues related to the different machine learning approaches will be present. Machine learning techniques are used to automatically recognize complex patterns in a given dataset. These techniques allows creating homogeneous groups (unsupervised learning), or creating a classifier predicting group membership of new cases (supervised learning), when a group label is available for each case. To ensure a good performance of the machine learning techniques in a given dataset, all possible sources of bias should be removed or minimized. For that, the representativeness of the input dataset for the true population should be confirmed, the noise should be removed, the missing data should be treated and the data dimensionally (i.e., the number of parameters/features and the number of cases in the dataset) should be adjusted. The application of machine learning techniques in ocular disease diagnosis and monitoring will be presented and discussed in the second section of this manuscript. To show the clinical benefits of machine learning in clinical vision sciences, several examples will be presented in glaucoma, age-related macular degeneration
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Mathematics and Science Learning Opportunities in Preschool Classrooms
Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine
2014-01-01
Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205
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del Carmen Gomez, María
2018-03-01
The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.
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Facilitating long-term changes in student approaches to learning science.
Buchwitz, Brian J; Beyer, Catharine H; Peterson, Jon E; Pitre, Emile; Lalic, Nevena; Sampson, Paul D; Wakimoto, Barbara T
2012-01-01
Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.
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Results for Learning Report 2014-15: Basic Education at Risk
Bernard, Jean-Marc; Amelewonou, Kokou; Bonnet, Gabrielle; Rubiano-Matulevich, Eliana; Soman, Kouassi; Sonnenberg, Krystyna
2014-01-01
The 2014/2015 Results for Learning Report: Basic Education at Risk examines the progress achieved by Global Partnership for Education (GPE) partner developing countries over the period 2008-2012. Universal primary education has never been so close, yet there are still 58 million children of primary school age who do not go to school around the…
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Original Science-Based Music and Student Learning
Smolinski, Keith
2010-01-01
American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…
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Leading Learning: Science Departments and the Chair
Melville, Wayne; Campbell, Todd; Jones, Doug
2016-01-01
In this article, we have considered the role of the chair in leading the learning necessary for a department to become effective in the teaching and learning of science from a reformed perspective. We conceptualize the phrase "leading learning" to mean the chair's constitution of influence, power, and authority to intentionally impact…
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Dawson, Emily
2017-01-01
This article outlines how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. The author applies these ideas to out-of-school learning via television, science clubs, and maker spaces, looking at research as well…
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Learning Physics with Digital Game Simulations in Middle School Science
Anderson, Janice L.; Barnett, Mike
2013-12-01
The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with middle school students. To this end, we explored the impact of using a game called Supercharged! on middle school students' understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry-oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! The control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference, F(2,91) = 3.6, p hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that game designers should embed meta-cognitive activities such as reflective opportunities into educational video games in order to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience.
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Values of Catholic science educators: Their impact on attitudes of science teaching and learning
DeMizio, Joanne Greenwald
This quantitative study examined the associations between the values held by middle school science teachers in Catholic schools and their attitudes towards science teaching. A total of six value types were studied---theoretical, economic, aesthetic, social, political, and religious. Teachers can have negative, positive, or neutral attitudes towards their teaching that are linked to their teaching practices and student learning. These teachers' attitudes may affect their competence and have a subsequent impact on their students' attitudes and dispositions towards science. Of particular interest was the relationship between science teaching attitudes and religious values. A non-experimental research design was used to obtain responses from 54 teachers with two survey instruments, the Science Teaching Attitude Scale II and the Allport-Vernon-Lindzey Study of Values. Stepwise multiple regression analysis showed that political values were negatively associated with attitudes towards science teaching. Data collected were inconsistent with the existence of any measurable association between religious values and attitudes towards science teaching. This study implies that science teacher preparation programs should adopt a more contextual perspective on science that seeks to develop the valuation of science within a cultural context, as well as programs that enable teachers to identify the influence of their beliefs on instructional actions to optimize the impact of learning new teaching practices that may enhance student learning.
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A Pedagogical Model for Science Education through Blended Learning
Bidarra, José; Rusman, Ellen
2015-01-01
This paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex
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How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative Learning
Raviv, Ayala; Cohen, Sarit; Aflalo, Ester
2017-07-01
Despite the inherent potential of cooperative learning, there has been very little research into its effectiveness in middle school laboratory classes. This study focuses on an empirical comparison between cooperative learning and individual learning in the school science laboratory, evaluating the quality of learning and the students' attitudes. The research included 67 seventh-grade students who undertook four laboratory experiments on the subject of "volume measuring skills." Each student engaged both in individual and cooperative learning in the laboratory, and the students wrote individual or group reports, accordingly. A total of 133 experiment reports were evaluated, 108 of which also underwent textual analysis. The findings show that the group reports were superior, both in terms of understanding the concept of "volume" and in terms of acquiring skills for measuring volume. The students' attitudes results were statistically significant and demonstrated that they preferred cooperative learning in the laboratory. These findings demonstrate that science teachers should be encouraged to implement cooperative learning in the laboratory. This will enable them to improve the quality and efficiency of laboratory learning while using a smaller number of experimental kits. Saving these expenditures, together with the possibility to teach a larger number of students simultaneously in the laboratory, will enable greater exposure to learning in the school science laboratory.
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Cultivating Collaborations: Site Specific Design for Embodied Science Learning.
Gill, Katherine; Glazier, Jocelyn; Towns, Betsy
2018-05-21
Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.
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Kumar, David Devraj
2017-01-01
This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…
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The connection between students' out-of-school experiences and science learning
Tran, Natalie A.
This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers
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Wang, Ya-Ling; Tsai, Chin-Chung
2016-01-01
This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e.,…
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Gender and Acquisition of science process skills among junior
African Journals Online (AJOL)
PROF. BARTH EKWEME
the UBE scheme should be actively involved in classroom activities, and that activity-based methods of instruction be employed in teaching Basic sciences to enable a greater percentage of students to acquire Science Process Skills with higher scores for effective learning of Science subjects. INTRODUCTION. Science Skill ...
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Hoffman, Steve G
2015-04-01
Some scholars dismiss the distinction between basic and applied science as passé, yet substantive assumptions about this boundary remain obdurate in research policy, popular rhetoric, the sociology and philosophy of science, and, indeed, at the level of bench practice. In this article, I draw on a multiple ontology framework to provide a more stable affirmation of a constructivist position in science and technology studies that cannot be reduced to a matter of competing perspectives on a single reality. The analysis is grounded in ethnographic research in the border zone of Artificial Intelligence science. I translate in-situ moments in which members of neighboring but differently situated labs engage in three distinct repertoires that render the reality of basic and applied science: partitioning, flipping, and collapsing. While the essences of scientific objects are nowhere to be found, the boundary between basic and applied is neither illusion nor mere propaganda. Instead, distinctions among scientific knowledge are made real as a matter of course.
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An exploration of equitable science teaching practices for students with learning disabilities
Morales, Marlene
In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The
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Content analysis of science material in junior school-based inquiry and science process skills
Patonah, S.; Nuvitalia, D.; Saptaningrum, E.
2018-03-01
The purpose of this research is to obtain the characteristic map of science material content in Junior School which can be optimized using inquiry learning model to tone the science process skill. The research method used in the form of qualitative research on SMP science curriculum document in Indonesia. Documents are reviewed on the basis of the basic competencies of each level as well as their potential to trace the skills of the science process using inquiry learning models. The review was conducted by the research team. The results obtained, science process skills in grade 7 have the potential to be trained using the model of inquiry learning by 74%, 8th grade by 83%, and grade 9 by 75%. For the dominant process skills in each chapter and each level is the observing skill. Follow-up research is used to develop instructional inquiry tools to trace the skills of the science process.
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Preschool children's Collaborative Science Learning Scaffolded by Tablets
Fridberg, Marie; Thulin, Susanne; Redfors, Andreas
2017-06-01
This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.
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"Getting Practical" and the National Network of Science Learning Centres
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…
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Radiation chemistry: basic, strategic or tactical science?
International Nuclear Information System (INIS)
Wardman, Peter
1989-01-01
The work of Weiss in the 1930s, particularly with Haber, has only recently been recognized to have implications in biology and medicine. Similarly, research in radiation chemistry and the application of the pulse radiolysis technique, for example, have implications far beyond traditional radiation chemistry. Some examples of such research are discussed against a background of categorization into 'basic', 'strategic' or 'tactical' science. Examples discussed include redox properties of free radicals, and the identification and characterization of nitro radicals as intermediates in drug metabolism. Radical reactions often take place in multicomponent systems, and the techniques of radiation chemistry can be used to probe, for example, events occurring at interfaces in micelles. Industrial processes involving radiation are attracting investment, particularly in Japan. (author)
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Basic Science Research and the Protection of Human Research Participants
Eiseman, Elisa
2001-03-01
Technological advances in basic biological research have been instrumental in recent biomedical discoveries, such as in the understanding and treatment of cancer, HIV/AIDS, and heart disease. However, many of these advances also raise several new ethical challenges. For example, genetic research may pose no physical risk beyond that of obtaining the initial blood sample, yet it can pose significant psychological and economic risks to research participants, such as stigmatization, discrimination in insurance and employment, invasion of privacy, or breach of confidentiality. These harms may occur even when investigators do not directly interact with the person whose DNA they are studying. Moreover, this type of basic research also raises broader questions, such as what is the definition of a human subject, and what kinds of expertise do Institutional Review Boards (IRBs) need to review the increasingly diverse types of research made possible by these advances in technology. The National Bioethics Advisory Commission (NBAC), a presidentially appointed federal advisory committee, has addressed these and other ethical, scientific and policy issues that arise in basic science research involving human participants. Two of its six reports, in particular, have proposed recommendations in this regard. "Research Involving Human Biological Materials: Ethical and Policy Guidance" addresses the basic research use of human tissues, cells and DNA and the protection of human participants in this type of research. In "Ethical and Policy Issues in the Oversight of Human Research" NBAC proposes a definition of research involving human participants that would apply to all scientific disciplines, including physical, biological, and social sciences, as well as the humanities and related professions, such as business and law. Both of these reports make it clear that the protection of research participants is key to conducting ethically sound research. By ensuring that all participants in
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Quantitative Reasoning Learning Progressions for Environmental Science: Developing a Framework
Directory of Open Access Journals (Sweden)
Robert L. Mayes
2013-01-01
Full Text Available Quantitative reasoning is a complex concept with many definitions and a diverse account in the literature. The purpose of this article is to establish a working definition of quantitative reasoning within the context of science, construct a quantitative reasoning framework, and summarize research on key components in that framework. Context underlies all quantitative reasoning; for this review, environmental science serves as the context.In the framework, we identify four components of quantitative reasoning: the quantification act, quantitative literacy, quantitative interpretation of a model, and quantitative modeling. Within each of these components, the framework provides elements that comprise the four components. The quantification act includes the elements of variable identification, communication, context, and variation. Quantitative literacy includes the elements of numeracy, measurement, proportional reasoning, and basic probability/statistics. Quantitative interpretation includes the elements of representations, science diagrams, statistics and probability, and logarithmic scales. Quantitative modeling includes the elements of logic, problem solving, modeling, and inference. A brief comparison of the quantitative reasoning framework with the AAC&U Quantitative Literacy VALUE rubric is presented, demonstrating a mapping of the components and illustrating differences in structure. The framework serves as a precursor for a quantitative reasoning learning progression which is currently under development.
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Connecting Students and Policymakers through Science and Service-Learning
Szymanski, D. W.
2017-12-01
Successful collaborations in community science require the participation of non-scientists as advocates for the use of science in addressing complex problems. This is especially true, but particularly difficult, with respect to the wicked problems of sustainability. The complicated, unsolvable, and inherently political nature of challenges like climate change can provoke cynicism and apathy about the use of science. While science education is a critical part of preparing all students to address wicked problems, it is not sufficient. Non-scientists must also learn how to advocate for the role of science in policy solutions. Fortunately, the transdisciplinary nature of sustainability provides a venue for engaging all undergraduates in community science, regardless of major. I describe a model for involving non-science majors in a form of service-learning, where the pursuit of community science becomes a powerful pedagogical tool for civic engagement. Bentley University is one of the few stand-alone business schools in the United States and provides an ideal venue to test this model, given that 95% of Bentley's 4000 undergraduates major in a business discipline. The technology-focused business program is combined with an integrated arts & sciences curriculum and experiential learning opportunities though the nationally recognized Bentley Service-Learning and Civic Engagement Center. In addition to a required general education core that includes the natural sciences, students may opt to complete a second major in liberal studies with thematic concentrations like Earth, Environment, and Global Sustainability. In the course Science in Environmental Policy, students may apply to complete a service-learning project for an additional course credit. The smaller group of students then act as consultants, conducting research for a non-profit organization in the Washington, D.C. area involved in geoscience policy. At the end of the semester, students travel to D.C. and present
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STEM Integration in Middle School Life Science: Student Learning and Attitudes
Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario
2016-08-01
In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.
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Cong, Lin-Juan; Wang, Ru-Jie; Yu, Cong; Zhang, Jun-Yun
2016-01-01
Visual perceptual learning is known to be specific to the trained retinal location, feature, and task. However, location and feature specificity can be eliminated by double-training or TPE training protocols, in which observers receive additional exposure to the transfer location or feature dimension via an irrelevant task besides the primary learning task Here we tested whether these new training protocols could even make learning transfer across different tasks involving discrimination of basic visual features (e.g., orientation and contrast). Observers practiced a near-threshold orientation (or contrast) discrimination task. Following a TPE training protocol, they also received exposure to the transfer task via performing suprathreshold contrast (or orientation) discrimination in alternating blocks of trials in the same sessions. The results showed no evidence for significant learning transfer to the untrained near-threshold contrast (or orientation) discrimination task after discounting the pretest effects and the suprathreshold practice effects. These results thus do not support a hypothetical task-independent component in perceptual learning of basic visual features. They also set the boundary of the new training protocols in their capability to enable learning transfer.
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Memorization techniques: Using mnemonics to learn fifth grade science terms
Garcia, Juan O.
The purpose of this study was to determine whether mnemonic instruction could assist students in learning fifth-grade science terminology more effectively than traditional-study methods of recall currently in practice The task was to examine if fifth-grade students were able to learn a mnemonic and then use it to understand science vocabulary; subsequently, to determine if students were able to remember the science terms after a period of time. The problem is that in general, elementary school students are not being successful in science achievement at the fifth grade level. In view of this problem, if science performance is increased at the elementary level, then it is likely that students will be successful when tested at the 8th and 10th grade in science with the Texas Assessment of Knowledge and Skills (TAKS) in the future. Two research questions were posited: (1) Is there a difference in recall achievement when a mnemonic such as method of loci, pegword method, or keyword method is used in learning fifth-grade science vocabulary as compared to the traditional-study method? (2) If using a mnemonic in learning fifth-grade science vocabulary was effective on recall achievement, would this achievement be maintained over a span of time? The need for this study was to assist students in learning science terms and concepts for state accountability purposes. The first assumption was that memorization techniques are not commonly applied in fifth-grade science classes in elementary schools. A second assumption was that mnemonic devices could be used successfully in learning science terms and increase long term retention. The first limitation was that the study was conducted on one campus in one school district in South Texas which limited the generalization of the study. The second limitation was that it included random assigned intact groups as opposed to random student assignment to fifth-grade classroom groups.
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The United Nations Basic Space Science Initiative (UNBSSI): A Historical Introduction
Haubold, H. J.
2006-11-01
Pursuant to recommendations of the Third 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 contributed 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) con-current design capabilities for the development of international space missions, and (v) theoretical astrophysics such as applications of non-extensive statistical mechanics. Beginning in 2005, the workshops are focusing 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 led 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
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The Neuropsychoanalytic Approach: Using Neuroscience as the Basic Science of Psychoanalysis
Johnson, Brian; Flores Mosri, Daniela
2016-01-01
Neuroscience was the basic science behind Freud's psychoanalytic theory and technique. He worked as a neurologist for 20 years before being aware that a new approach to understand complex diseases, namely the hysterias, was needed. Solms coined the term neuropsychoanalysis to affirm that neuroscience still belongs in psychoanalysis. The neuropsychoanalytic field has continued Freud's original ideas as stated in 1895. Developments in psychoanalysis that have been created or revised by the neuropsychoanalysis movement include pain/relatedness/opioids, drive, structural model, dreams, cathexis, and dynamic unconscious. Neuroscience has contributed to the development of new psychoanalytic theory, such as Bazan's (2011) description of anxiety driven by unconscious intentions or “phantoms.” Results of adopting the “dual aspect monism” approach of idiographic psychoanalytic clinical observation combined with nomothetic investigation of related human phenomena include clarification and revision of theory, restoration of the scientific base of psychoanalysis, and improvement of clinical treatments. By imbricating psychoanalytic thinking with neuroscience, psychoanalysts are also positioned to make contributions to neuroscience research. Freud's original Project for a Scientific Psychology/Psychology for Neurologists can be carried forward in a way that moves psychoanalysis into the twenty-first century as a core contemporary science (Kandel, 1999). Neuroscience as the basic science of psychoanalysis both improves the field, and enhances its scientific and cultural status. PMID:27790160
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Large-scale Labeled Datasets to Fuel Earth Science Deep Learning Applications
Maskey, M.; Ramachandran, R.; Miller, J.
2017-12-01
Deep learning has revolutionized computer vision and natural language processing with various algorithms scaled using high-performance computing. However, generic large-scale labeled datasets such as the ImageNet are the fuel that drives the impressive accuracy of deep learning results. Large-scale labeled datasets already exist in domains such as medical science, but creating them in the Earth science domain is a challenge. While there are ways to apply deep learning using limited labeled datasets, there is a need in the Earth sciences for creating large-scale labeled datasets for benchmarking and scaling deep learning applications. At the NASA Marshall Space Flight Center, we are using deep learning for a variety of Earth science applications where we have encountered the need for large-scale labeled datasets. We will discuss our approaches for creating such datasets and why these datasets are just as valuable as deep learning algorithms. We will also describe successful usage of these large-scale labeled datasets with our deep learning based applications.
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Learning and the transformative potential of citizen science.
Bela, Györgyi; Peltola, Taru; Young, Juliette C; Balázs, Bálint; Arpin, Isabelle; Pataki, György; Hauck, Jennifer; Kelemen, Eszter; Kopperoinen, Leena; Van Herzele, Ann; Keune, Hans; Hecker, Susanne; Suškevičs, Monika; Roy, Helen E; Itkonen, Pekka; Külvik, Mart; László, Miklós; Basnou, Corina; Pino, Joan; Bonn, Aletta
2016-10-01
The number of collaborative initiatives between scientists and volunteers (i.e., citizen science) is increasing across many research fields. The promise of societal transformation together with scientific breakthroughs contributes to the current popularity of citizen science (CS) in the policy domain. We examined the transformative capacity of citizen science in particular learning through environmental CS as conservation tool. We reviewed the CS and social-learning literature and examined 14 conservation projects across Europe that involved collaborative CS. We also developed a template that can be used to explore learning arrangements (i.e., learning events and materials) in CS projects and to explain how the desired outcomes can be achieved through CS learning. We found that recent studies aiming to define CS for analytical purposes often fail to improve the conceptual clarity of CS; CS programs may have transformative potential, especially for the development of individual skills, but such transformation is not necessarily occurring at the organizational and institutional levels; empirical evidence on simple learning outcomes, but the assertion of transformative effects of CS learning is often based on assumptions rather than empirical observation; and it is unanimous that learning in CS is considered important, but in practice it often goes unreported or unevaluated. In conclusion, we point to the need for reliable and transparent measurement of transformative effects for democratization of knowledge production. © 2016 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of Society for Conservation Biology.
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Dunn, Karee E.; Lo, Wen-Juo
2015-01-01
Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of…
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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…
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Stylianou, Agni
2003-06-01
Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.
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Supporting Three-Dimensional Science Learning: The Role of Curiosity-Driven Classroom Discourse
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…
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Game based learning for computer science education
Schmitz, Birgit; Czauderna, André; Klemke, Roland; Specht, Marcus
2011-01-01
Schmitz, B., Czauderna, A., Klemke, R., & Specht, M. (2011). Game based learning for computer science education. In G. van der Veer, P. B. Sloep, & M. van Eekelen (Eds.), Computer Science Education Research Conference (CSERC '11) (pp. 81-86). Heerlen, The Netherlands: Open Universiteit.
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Learning from Action Research about Science Teacher Preparation
Mitchener, Carole P.; Jackson, Wendy M.
2012-01-01
In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An…
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Game-Based Learning in Science Education: A Review of Relevant Research
Li, Ming-Chaun; Tsai, Chin-Chung
2013-12-01
The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students' problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.
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Academic language and the challenge of reading for learning about science.
Snow, Catherine E
2010-04-23
A major challenge to students learning science is the academic language in which science is written. Academic language is designed to be concise, precise, and authoritative. To achieve these goals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. Students need help in learning academic vocabulary and how to process academic language if they are to become independent learners of science.
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Learning and Motivation in Thailand: A Comparative Regional Study on Basic Education Ninth Graders
Loima, Jyrki; Vibulphol, Jutarat
2016-01-01
This qualitative research studied regional motivation and learning of the basic education 9th graders in Thailand. Second topic was the school size and its possible effect on motivation. Furthermore, the data gave an opportunity to discuss, whether international research on motivation and learning was valid in Thai classrooms. The informants were…
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... Staying Safe Videos for Educators Search English Español Hygiene Basics KidsHealth / For Teens / Hygiene Basics What's in this article? Oily Hair Sweat ... smell, anyway? Read below for information on some hygiene basics — and learn how to deal with greasy ...
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Learning design for science teacher training and educational development
DEFF Research Database (Denmark)
Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel
This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and tran......This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing...... and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...
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An international basic science and clinical research summer program for medical students.
Ramjiawan, Bram; Pierce, Grant N; Anindo, Mohammad Iffat Kabir; Alkukhun, Abedalrazaq; Alshammari, Abdullah; Chamsi, Ahmad Talal; Abousaleh, Mohannad; Alkhani, Anas; Ganguly, Pallab K
2012-03-01
An important part of training the next generation of physicians is ensuring that they are exposed to the integral role that research plays in improving medical treatment. However, medical students often do not have sufficient time to be trained to carry out any projects in biomedical and clinical research. Many medical students also fail to understand and grasp translational research as an important concept today. In addition, since medical training is often an international affair whereby a medical student/resident/fellow will likely train in many different countries during his/her early training years, it is important to provide a learning environment whereby a young medical student experiences the unique challenges and value of an international educational experience. This article describes a program that bridges the gap between the basic and clinical research concepts in a unique international educational experience. After completing two semester curricula at Alfaisal University in Riyadh, Kingdom of Saudi Arabia, six medical students undertook a summer program at St. Boniface Hospital Research Centre, in Winnipeg, MB, Canada. The program lasted for 2 mo and addressed advanced training in basic science research topics in medicine such as cell isolation, functional assessment, and molecular techniques of analysis and manipulation as well as sessions on the conduct of clinical research trials, ethics, and intellectual property management. Programs such as these are essential to provide a base from which medical students can decide if research is an attractive career choice for them during their clinical practice in subsequent years. An innovative international summer research course for medical students is necessary to cater to the needs of the medical students in the 21st century.
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Female access to basic education: a case for open distance learning ...
African Journals Online (AJOL)
The purpose of this study was to investigate the impact of Open Distance Learning (ODL) on the female access to basic education. The population of the study consists of all lecturers/teachers of ODL centres in Benin City, Edo State. Five ODL/Community Resource Study centres were identified and used for the study.
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Directory of Open Access Journals (Sweden)
Nadi SUPRAPTO
2017-10-01
Full Text Available This study focuses on attitudes toward (teaching science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs from the Open University in Surabaya regional office. Attitudes toward (teaching science’ (ATS instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descriptive analysis and confirmatory factor analysis. The model fit of the attitudes toward (teaching science can be described from seven dimensions: self-efficacy for teaching science, the relevance of teaching science, gender-stereotypical beliefs, anxiety in teaching science, the difficulty of teaching science, perceived dependency on contextual factors, and enjoyment in teaching science. The results of the research also described science learning at the Open University of Indonesia looks like. Implications for primary teacher education are discussed.
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A basic framework for integrating social and collaborative applications into learning environments
Moghnieh, Ayman; Blat, Josep
2009-01-01
Moghnieh, A., & Blat, J. (2009). A basic framework for integrating social and collaborative applications into learning environments. Proceedings of the first conference on Research, Reflection, and Innovations in Integrating ICT in Education: Vol. 2 (pp. 1057-1061). April, 22-24, 2009, Lisbon,
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Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.
Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M
2016-01-01
Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.
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Simple webs of natural environment theme as a result of sharing in science teacher training
Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.
2018-03-01
Thematic learning is one type of integrated science (Biology, Physics, Chemistry and Earth Science) in Science Education. This study is concerning about simple webs of natural environment theme in science learning, as one of training material in science teacher training program. Making simple web is a goal of first step in teacher training program. Every group explain their web illustration to other group. Twenty Junior High School science teacher above one education foundation participate in science teacher training program. In order to gather simple webs, sharing method was used in this first step of science teacher training. The result of this study is five different simple web of natural environment themes. These webs represent science learning in class VII/Semester I, class VII/Semester II, Class VIII, Class IX/Semester I, Class IX/Semester II based on basic competency in National Curriculum 2013. Each group discussed web of natural environment theme based on their learning experience in real class which basic competency and subject matters are linked with natural environment theme. As a conclusion, simple webs are potential to develop in the next step of science teacher training program and to be implemented in real class.
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Globalising Service-Learning in the Social Sciences
Limoncelli, Stephanie A.
2017-01-01
The increasing internationalisation of social science curricula in undergraduate education along with the growth of service-learning has provided new opportunities to join the two. This article offers a refection and discussion of service-learning with placements in international nongovernmental organisations (INGOs), drawing from its application…
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Directory of Open Access Journals (Sweden)
А. Лопатьєв
2017-09-01
Full Text Available The objective is to systematize and adapt the basic definitions and concepts of the systems approach, mathematical modeling and information technologies to sports science. Materials and methods. The research has studied the availability of appropriate terms in shooting sports, which would meet the requirements of modern sports science. It has examined the compliance of the shooting sports training program for children and youth sports schools, the Olympic reserve specialized children and youth schools, schools of higher sports skills, and sports educational institutions with the modern requirements and principles. Research results. The paper suggests the basic definitions adapted to the requirements of technical sports and sports science. The research has thoroughly analyzed the shooting sports training program for children and youth sports schools, the Olympic reserve specialized children and youth schools, schools of higher sports skills, and sports educational institutions. The paper offers options to improve the training program in accordance with the modern tendencies of training athletes. Conclusions. The research suggests to systematize and adapt the basic definitions and concepts of the systems approach, mathematical modeling and information technologies using the example of technical sports.
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Cooperative learning in science: intervention in the secondary school
Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.
2011-04-01
The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.
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Grus, Joel
2015-01-01
This is a first-principles-based, practical introduction to the fundamentals of data science aimed at the mathematically-comfortable reader with some programming skills. The book covers: * The important parts of Python to know * The important parts of Math / Probability / Statistics to know * The basics of data science * How commonly-used data science techniques work (learning by implementing them) * What is Map-Reduce and how to do it in Python * Other applications such as NLP, Network Analysis, and more
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National Research Council Canada - National Science Library
Casscells, Ward
1999-01-01
DREAMS clinical and basic science projects complement the digital EMS effort by investigating the mechanisms of tissue injury in order to minimize the mortality and mortality of trauma and "natural...
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Influence of Career Motivation on Science Learning in Korean High-School Students
Shin, Sein; Lee, Jun-Ki; Ha, Minsu
2017-01-01
Motivation to learn is an essential element in science learning. In this study, the role of career motivation in science learning was examined. In particular, first, a science motivation model that focused on career motivation was tested. Second, the role of career motivation as a predictor of STEM track choice was examined. Third, the effect of…
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Theme-Based Project Learning: Design and Application of Convergent Science Experiments
Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee
2015-01-01
This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…
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Koedinger, Kenneth R; Corbett, Albert T; Perfetti, Charles
2012-07-01
Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. Copyright © 2012 Cognitive Science Society, Inc.
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Setyaningsih, S.
2018-03-01
Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.
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Teaching and Learning Science for Transformative, Aesthetic Experience
Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve
2010-01-01
Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…
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Taking Stock: Existing Resources for Assessing a New Vision of Science Learning
Alonzo, Alicia C.; Ke, Li
2016-01-01
A new vision of science learning described in the "Next Generation Science Standards"--particularly the science and engineering practices and their integration with content--pose significant challenges for large-scale assessment. This article explores what might be learned from advances in large-scale science assessment and…
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Citizen science on a smartphone: Participants' motivations and learning.
Land-Zandstra, Anne M; Devilee, Jeroen L A; Snik, Frans; Buurmeijer, Franka; van den Broek, Jos M
2016-01-01
Citizen science provides researchers means to gather or analyse large datasets. At the same time, citizen science projects offer an opportunity for non-scientists to be part of and learn from the scientific process. In the Dutch iSPEX project, a large number of citizens turned their smartphones into actual measurement devices to measure aerosols. This study examined participants' motivation and perceived learning impacts of this unique project. Most respondents joined iSPEX because they wanted to contribute to the scientific goals of the project or because they were interested in the project topics (health and environmental impact of aerosols). In terms of learning impact, respondents reported a gain in knowledge about citizen science and the topics of the project. However, many respondents had an incomplete understanding of the science behind the project, possibly caused by the complexity of the measurements. © The Author(s) 2015.
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Psychological Implications of Discovery Learning in Science
Kaufman, Barry A
1971-01-01
Describes five aspects of learning as applied to science instruction. Learning readiness, meaningfulness of material, activity and passivity, motivation, and transfer of training are presented in relation to psychological views stated by Ausubel, Bruner, Gagne, Hendrix, Karplus, Piaget, and Suchman. Views given by Gagne and Karplus are considered…
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Children's learning of science through literature
O'Kelly, James B.
This study examined the effects of picture books belonging to different literary genres on the learning of science by primary grade students. These genres included modern fantasy, fiction, and nonfiction. The students were exposed to two topics through books, butterflies and snails. The study focused on the effects of those books on children's expressions of (a) knowledge, (b) erroneous information, (c) creative ideas, and (d) the support required to elicit information and ideas from the children. Sixty-one children from three kindergarten and three second grade participated. Children were designated by their teachers as being high or low with respect to academic achievement. These categories allowed measurement of interactions between literary genres, grade levels, and academic achievement levels. Children first learned about butterflies, and then about snails. For each topic, children were interviewed about their knowledge and questions of the topic. Teachers engaged their classes with a book about the topic. The children were re-interviewed about their knowledge and questions about the topic. No class encountered the same genre of book twice. Comparisons of the children's prior knowledge of butterflies and snails indicated that the children possessed significantly more knowledge about butterflies than about snails. Literary genre had one significant effect on children's learning about snails. Contrary to expectations, children who encountered nonfiction produced significantly more creative expressions about snails than children who encountered faction or modern fantasy. No significant effects for literary genre were demonstrated with respect to children's learning about butterflies. The outcomes of the study indicated that nonfiction had its strongest impact on the learning of science when children have a relatively small fund of knowledge about a topic. This study has implications for future research. The inclusion of a larger number of students, classes, and
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Teaching professionalism in science courses: Anatomy to zoology
Directory of Open Access Journals (Sweden)
Cheryl C. Macpherson
2012-02-01
Full Text Available Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies’ trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences.
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Affordances of Augmented Reality in Science Learning: Suggestions for Future Research
Cheng, Kun-Hung; Tsai, Chin-Chung
2013-01-01
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education,…
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Machine learning and data science in soft materials engineering
Ferguson, Andrew L.
2018-01-01
In many branches of materials science it is now routine to generate data sets of such large size and dimensionality that conventional methods of analysis fail. Paradigms and tools from data science and machine learning can provide scalable approaches to identify and extract trends and patterns within voluminous data sets, perform guided traversals of high-dimensional phase spaces, and furnish data-driven strategies for inverse materials design. This topical review provides an accessible introduction to machine learning tools in the context of soft and biological materials by ‘de-jargonizing’ data science terminology, presenting a taxonomy of machine learning techniques, and surveying the mathematical underpinnings and software implementations of popular tools, including principal component analysis, independent component analysis, diffusion maps, support vector machines, and relative entropy. We present illustrative examples of machine learning applications in soft matter, including inverse design of self-assembling materials, nonlinear learning of protein folding landscapes, high-throughput antimicrobial peptide design, and data-driven materials design engines. We close with an outlook on the challenges and opportunities for the field.
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Machine learning and data science in soft materials engineering.
Ferguson, Andrew L
2018-01-31
In many branches of materials science it is now routine to generate data sets of such large size and dimensionality that conventional methods of analysis fail. Paradigms and tools from data science and machine learning can provide scalable approaches to identify and extract trends and patterns within voluminous data sets, perform guided traversals of high-dimensional phase spaces, and furnish data-driven strategies for inverse materials design. This topical review provides an accessible introduction to machine learning tools in the context of soft and biological materials by 'de-jargonizing' data science terminology, presenting a taxonomy of machine learning techniques, and surveying the mathematical underpinnings and software implementations of popular tools, including principal component analysis, independent component analysis, diffusion maps, support vector machines, and relative entropy. We present illustrative examples of machine learning applications in soft matter, including inverse design of self-assembling materials, nonlinear learning of protein folding landscapes, high-throughput antimicrobial peptide design, and data-driven materials design engines. We close with an outlook on the challenges and opportunities for the field.
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Gregg, Noel
2012-01-01
Accommodating adult basic education (ABE) learners with learning disabilities (LD) is common practice across many instructional, testing, and work settings. However, the results from this literature search indicate that very few empirically based studies are available to support or reject the effectiveness of a great deal of accommodation…
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Edutainment Science: Electrostatics
Ahlers, Carl
2009-01-01
Electrostatics should find a special place in all primary school science curricula. It is a great learning area that reinforces the basics that underpin electricity and atomic structure. Furthermore, it has many well documented hands-on activities. Unfortunately, the "traditional" electrostatics equipment such as PVC rods, woollen cloths, rabbit…
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MODIS Science Algorithms and Data Systems Lessons Learned
Wolfe, Robert E.; Ridgway, Bill L.; Patt, Fred S.; Masuoka, Edward J.
2009-01-01
For almost 10 years, standard global products from NASA's Earth Observing System s (EOS) two Moderate Resolution Imaging Spectroradiometer (MODIS) sensors are being used world-wide for earth science research and applications. This paper discusses the lessons learned in developing the science algorithms and the data systems needed to produce these high quality data products for the earth sciences community. Strong science team leadership and communication, an evolvable and scalable data system, and central coordination of QA and validation activities enabled the data system to grow by two orders of magnitude from the initial at-launch system to the current system able to reprocess data from both the Terra and Aqua missions in less than a year. Many of the lessons learned from MODIS are already being applied to follow-on missions.
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Learnings from an Entrepreneur: How to Start a Consulting Practice
Bowes, Debra
2013-03-01
There are important basic learnings I have experienced in starting my own consulting practice over 7 years ago. These learnings will help you maximize your value, reduce competition and build your reputation and business income. I believe these can apply to many fields but certainly for the Life Sciences. A few of the basic I will cover are
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The science teacher as the organic link in science learning: Identity, motives, and capital transfer
Alexakos, Konstantinos
This life history study is based on in-depth interviews of five science teachers and explores themes of science teachers' experiences as science learners and how these experiences frame what I have come to call "the subjective aspects of teaching." These themes seem to imply that through such individual experiences individuals develop a personally unique lens through which they view and interpret science, science meanings, and science teaching and learning. Emerging themes created new questions to pursue and they in turn produced new themes. These were further investigated in an attempt to connect science learning and science teachers to broader issues in society. These themes include that of a dynamic, dialectical learning and understanding of science by the participants, developed and influenced through a combination of their families, their schools, and their professional experiences, and in which morals and passion play major roles. The theme of the "organic link" is also introduced and developed in this research. It includes these individuals' views of science and the scientific enterprise, their path to learning, their morals, passions, and choices, and their way of constructing knowledge and the transmission of such a process. As organic links, they are seen as a direct and necessary social connection between science and the science learner, and they foster educational experiences grounded in the social lives of their students. Not only are they seen as "transmitters" of science knowledge and the process of constructing knowledge, but they are also seen as correcting and adjusting perceived diversions of the students' thinking from that of their own. It is in this context that the concept of capital (human and cultural capital, as well as capital exchange) is also explored. These themes are seen as having immense impact on how these science teachers teach, where they teach, what is communicated to their students, and whether they become or remain science
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High school students' implicit theories of what facilitates science learning
Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael
2011-11-01
Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think
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Machine learning for Big Data analytics in plants.
Ma, Chuang; Zhang, Hao Helen; Wang, Xiangfeng
2014-12-01
Rapid advances in high-throughput genomic technology have enabled biology to enter the era of 'Big Data' (large datasets). The plant science community not only needs to build its own Big-Data-compatible parallel computing and data management infrastructures, but also to seek novel analytical paradigms to extract information from the overwhelming amounts of data. Machine learning offers promising computational and analytical solutions for the integrative analysis of large, heterogeneous and unstructured datasets on the Big-Data scale, and is gradually gaining popularity in biology. This review introduces the basic concepts and procedures of machine-learning applications and envisages how machine learning could interface with Big Data technology to facilitate basic research and biotechnology in the plant sciences. Copyright © 2014 Elsevier Ltd. All rights reserved.
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How WebQuests Can Enhance Science Learning Principles in the Classroom
Subramaniam, Karthigeyan
2012-01-01
This article examines the merits of WebQuests in facilitating students' in-depth understanding of science concepts using the four principles of learning gathered from the National Research Council reports "How People Learn: Brain, Mind, Experience, and School" (1999) and the "How Students Learn: Science in the Classroom" (2005) as an analytic…
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The place of native language in Science teaching and learning in ...
African Journals Online (AJOL)
The effect of limited English language proficiency on the learning of science is investigated for some Junior Secondary School (J.S.S.) pupils. Despite serious efforts put up by pupils to learn science, difficulties in speaking and writing English were factors that limited their performance in science. Two types of schools: an ...
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Tippett, Christine D.
2016-03-01
The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis partially explores the trends of representational uses in science instruction, examining 80 research studies on diagram use in science. These studies, published during 2000-2014, were located through searches of journal databases and books. Open coding of the studies identified 13 themes, 6 of which were identified in at least 10% of the studies: eliciting mental models, classroom-based research, multimedia principles, teaching and learning strategies, representational competence, and student agency. A shift in emphasis on learning with rather than learning from representations was evident across the three 5-year intervals considered, mirroring a pedagogical shift from science instruction as transmission of information to constructivist approaches in which learners actively negotiate understanding and construct knowledge. The themes and topics in recent research highlight areas of active interest and reveal gaps that may prove fruitful for further research, including classroom-based studies, the role of prior knowledge, and the use of eye-tracking. The results of the research included in this thematic review of the 2000-2014 literature suggest that both interpreting and constructing representations can lead to better understanding of science concepts.
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Messineo, Melinda
2018-01-01
The 2017 Mauksch Address invites readers to consider how the field of sociology might benefit from greater inclusion of the science of learning into its pedagogy. Results from a survey of 92 teaching and learning experts in sociology reveal the degree to which the discipline's understanding of teaching and learning is informed by the science of…
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Pharmaceutical applications of cyclodextrins: basic science and product development.
Loftsson, Thorsteinn; Brewster, Marcus E
2010-11-01
Drug pipelines are becoming increasingly difficult to formulate. This is punctuated by both retrospective and prospective analyses that show that while 40% of currently marketed drugs are poorly soluble based on the definition of the biopharmaceutical classification system (BCS), about 90% of drugs in development can be characterized as poorly soluble. Although a number of techniques have been suggested for increasing oral bioavailability and for enabling parenteral formulations, cyclodextrins have emerged as a productive approach. This short review is intended to provide both some basic science information as well as data on the ability to develop drugs in cyclodextrin-containing formulations. There are currently a number of marketed products that make use of these functional solubilizing excipients and new product introduction continues to demonstrate their high added value. The ability to predict whether cyclodextrins will be of benefit in creating a dosage form for a particular drug candidate requires a good working knowledge of the properties of cyclodextrins, their mechanism of solubilization and factors that contribute to, or detract from, the biopharmaceutical characteristics of the formed complexes. We provide basic science information as well as data on the development of drugs in cyclodextrin-containing formulations. Cyclodextrins have emerged as an important tool in the formulator's armamentarium to improve apparent solubility and dissolution rate for poorly water-soluble drug candidates. The continued interest and productivity of these materials bode well for future application and their currency as excipients in research, development and drug product marketing. © 2010 The Authors. Journal compilation © 2010 Royal Pharmaceutical Society of Great Britain.
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Geoengineering: Basic science and ongoing research efforts in China
Directory of Open Access Journals (Sweden)
Long Cao
2015-09-01
Full Text Available Geoengineering (also called climate engineering, which refers to large-scale intervention in the Earth's climate system to counteract greenhouse gas-induced warming, has been one of the most rapidly growing areas of climate research as a potential option for tackling global warming. Here, we provide an overview of the scientific background and research progress of proposed geoengineering schemes. Geoengineering can be broadly divided into two categories: solar geoengineering (also called solar radiation management, or SRM, which aims to reflect more sunlight to space, and carbon dioxide removal (CDR, which aims to reduce the CO2 content in the atmosphere. First, we review different proposed geoengineering methods involved in the solar radiation management and carbon dioxide removal schemes. Then, we discuss the fundamental science underlying the climate response to the carbon dioxide removal and solar radiation management schemes. We focus on two basic issues: 1 climate response to the reduction in solar irradiance and 2 climate response to the reduction in atmospheric CO2. Next, we introduce an ongoing geoengineering research project in China that is supported by National Key Basic Research Program. This research project, being the first coordinated geoengineering research program in China, will systematically investigate the physical mechanisms, climate impacts, and risk and governance of a few targeted geoengineering schemes. It is expected that this research program will help us gain a deep understanding of the physical science underlying geoengineering schemes and the impacts of geoengineering on global climate, in particular, on the Asia monsoon region.
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Hong, Zuway-R.; Lin, Huann-shyang; Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Chia-Jung
2014-01-01
The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families' children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.
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Science Spots AR: A Platform for Science Learning Games with Augmented Reality
Laine, Teemu H.; Nygren, Eeva; Dirin, Amir; Suk, Hae-Jung
2016-01-01
Lack of motivation and of real-world relevance have been identified as reasons for low interest in science among children. Game-based learning and storytelling are prominent methods for generating intrinsic motivation in learning. Real-world relevance requires connecting abstract scientific concepts with the real world. This can be done by…
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Some basic terms from the point of view of andragogical didactics
Directory of Open Access Journals (Sweden)
Nena Mijoč
2009-12-01
Full Text Available From the point of view of andragogical didactics as one of the basic science of andragogy, we first define basic andragogical terms. Andragogical didactics is mostly interested in the process of education of adults. The terms it focuses on are learning followed by education and fixing boundaries of the term lesson. The key question is whether education follows andragogical or pedagogical process and how are these two approaches different. The author also suggests some translations of terms form the area of andragogical didactics.
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Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol
Underwood, Sonia M.; Matz, Rebecca L.; Posey, Lynmarie A.; Carmel, Justin H.; Caballero, Marcos D.; Fata-Hartley, Cori L.; Ebert-May, Diane; Jardeleza, Sarah E.; Cooper, Melanie M.
2016-01-01
Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. PMID:27606671
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Schulze, Salomé; Lemmer, Eleanor
2017-01-01
Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South…
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Gomes, Judith; Fleer, Marilyn
2017-07-01
There are a growing number of studies that have examined science learning for preschool children. Some research has looked into children's home experiences and some has focused on transition, practices, routines, and traditions in preschool contexts. However, little attention has been directed to the relationship between children's learning experiences at preschool and at home, and how this relationship can assist in the development of science concepts relevant to everyday life. In drawing upon Hedegaard's (Learning and child development, 2002) cultural-historical conception of motives and Vygotsky's (The collected works of L.S. Vygotsky: problems of general psychology, 1987) theory of everyday and scientific concept formation, the study reported in this paper examines one child, Jimmy (4.2 years), and his learning experiences at home and at preschool. Data gathering featured the video recording of 4 weeks of Jimmy's learning in play at home and at preschool (38.5 h), parent questionnaire and interviews, and researcher and family gathered video observations of home play with his parents (3.5 h). Findings show how a scientific motive develops through playful everyday learning moments at home and at preschool when scientific play narratives and resources are aligned. The study contributes to a more nuanced understanding of the science learning of young children and a conception of pedagogy that takes into account the reciprocity of home and school contexts for learning science.
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Directory of Open Access Journals (Sweden)
Priscila Cadorin Nicolete
2016-12-01
Full Text Available The complexity inherent to technological integration in the context of basic education in the current reality of the students and the digital culture that permeates society today features a transformation in the dynamics of knowledge construction. It is difficult to connect students, fully involving them in this process when using traditional teaching and learning methods. This new context requires interdisciplinary research for better understanding, involving experts in the field of sciences and more technical areas such as engineering and computer science. To answer the question of how to handle the evolution of interdisciplinary theoretical and empirical studies related to the subject, it was developed a survey in order to understand the evolution, interdisciplinarity and the theoretical and empirical variables related to the integration of technologies in the Brazilian basic education. This article presents the results of the exploratory survey of systematic review procedures of literature in electronic databases, then bibliometric and descriptive analyzes. Among the obtained results, were identified as strategies for the integration of technologies in Brazilian public basic education: Remote Experimentation for Physics, Mobile Learning and Software teaching for practices in Mathematics classes. The studies are divided into six large areas of knowledge: Social Sciences, Decision Science, Computer Science, Engineering, Business and Mathematics, demonstrating the interdisciplinarity of the theme.
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Learning Science Through Digital Video: Views on Watching and Creating Videos
Wade, P.; Courtney, A. R.
2013-12-01
In science, the use of digital video to document phenomena, experiments and demonstrations has rapidly increased during the last decade. The use of digital video for science education also has become common with the wide availability of video over the internet. However, as with using any technology as a teaching tool, some questions should be asked: What science is being learned from watching a YouTube clip of a volcanic eruption or an informational video on hydroelectric power generation? What are student preferences (e.g. multimedia versus traditional mode of delivery) with regard to their learning? This study describes 1) the efficacy of watching digital video in the science classroom to enhance student learning, 2) student preferences of instruction with regard to multimedia versus traditional delivery modes, and 3) the use of creating digital video as a project-based educational strategy to enhance learning. Undergraduate non-science majors were the primary focus group in this study. Students were asked to view video segments and respond to a survey focused on what they learned from the segments. Additionally, they were asked about their preference for instruction (e.g. text only, lecture-PowerPoint style delivery, or multimedia-video). A majority of students indicated that well-made video, accompanied with scientific explanations or demonstration of the phenomena was most useful and preferred over text-only or lecture instruction for learning scientific information while video-only delivery with little or no explanation was deemed not very useful in learning science concepts. The use of student generated video projects as learning vehicles for the creators and other class members as viewers also will be discussed.
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Foundations for a new science of learning.
Meltzoff, Andrew N; Kuhl, Patricia K; Movellan, Javier; Sejnowski, Terrence J
2009-07-17
Human learning is distinguished by the range and complexity of skills that can be learned and the degree of abstraction that can be achieved compared with those of other species. Homo sapiens is also the only species that has developed formal ways to enhance learning: teachers, schools, and curricula. Human infants have an intense interest in people and their behavior and possess powerful implicit learning mechanisms that are affected by social interaction. Neuroscientists are beginning to understand the brain mechanisms underlying learning and how shared brain systems for perception and action support social learning. Machine learning algorithms are being developed that allow robots and computers to learn autonomously. New insights from many different fields are converging to create a new science of learning that may transform educational practices.
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Informal Science Learning in the Formal Classroom
Walsh, Lori; Straits, William
2014-01-01
In this article the authors share advice from the viewpoints of both a formal and informal educator that will help teachers identify the right Informal Science Institutions (ISIs)--institutions that specialize in learning that occurs outside of the school setting--to maximize their students' learning and use informal education to their…
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The Influence of Extracurricular Activities on Middle School Students' Science Learning in China
Zhang, Danhui; Tang, Xing
2017-01-01
Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science…
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Donnelly, Dermot F.; Linn, Marcia C.; Ludvigsen, Sten
2014-01-01
The National Science Foundation-sponsored report "Fostering Learning in the Networked World" called for "a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences." We review research on science inquiry learning environments (ILEs)…
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Subali, Bambang; Paidi; Mariyam, Siti
2016-01-01
This research aims at measuring the divergent thinking of basic skills of science process skills (SPS) of life aspects in Natural Sciences subjects on Elementary School. The test instruments used in this research have been standardized through the development of instruments. In this case, the tests were tried out to 3070 students. The results of…
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Prakasha, Veda; And Others
This digest focuses on problems encountered in the expansion of facilities for universal primary education and responses being developed to overcome these problems. The central message of the document is that nonformal structures of learning and community involvement play a key role in the expansion of basic learning opportunities in the…
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Characteristics of workplace-based learning across higher health sciences education
DEFF Research Database (Denmark)
Mørcke, Anne Mette; Christensen, Mette Krogh; Henriksen, Jette
the considerable differences found across the three educations concerning supervisors’ roles and expectations of students’ ability to master competences, as well as the differences in opportunities for independent learning activities at the workplaces. This might be rooted in the different traditions underpinning......Characteristics of workplace-based learning across higher health sciences education Background Workplace-based learning is a traditional part of health sciences educations and we find a rich literature on some of the core features. However, a number of questions remain and we contribute...... by exploring the characteristics of the learning activities at workplaces and students’ and supervisors’ roles during clerkships across educations. Summary of work We performed a short-term ethnographic study in medicine, nursing and sports science. Data was collected during nine days observing skills training...
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Recent Research in Science Teaching and Learning
Allen, Deborah
2012-01-01
This article features recent research in science teaching and learning. It presents three current articles of interest in life sciences education, as well as more general and noteworthy publications in education research. URLs are provided for the abstracts or full text of articles. For articles listed as "Abstract available," full text may be…
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Leaders Who Learn: The Intersection of Behavioral Science, Adult Learning and Leadership
Sabga, Natalya I.
2017-01-01
This study examines if a relationship exists among three rich research streams, specifically the behavioral science of motivation, adult learning and leadership. What motivates adult professionals to continue learning and how is that connected to their style and efficacy as leaders? An extension of literature to connect Andragogy,…
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Isa, A. M.; Maskill, R.
1982-01-01
Investigates the difference between two groups of adolescents learning basic science from the same curriculum (Scottish Integrated Science) but in two different languages and cultural settings. Word association tests distinguished between the groups, with the Malay children producing more associations than the Scottish children. (Author/JJD)
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Electronic Learning in the German Science Project "NAWI-Interaktiv"
Wegner, Claas; Homann, Wiebke; Strehlke, Friederike
2014-01-01
The German science project "NAWI-Interaktiv" is an example of innovative use of E-Learning and new media education. Since 2009, the learning platform provides learners and teachers with high-quality learning tools, teaching material, useful information and E-learning programs for free. This is to raise the pupils' motivation to learn…
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Elementary school children's science learning from school field trips
Glick, Marilyn Petty
This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.
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Strategic Game Moves Mediate Implicit Science Learning
Rowe, Elizabeth; Baker, Ryan S.; Asbell-Clarke, Jodi
2015-01-01
Educational games have the potential to be innovative forms of learning assessment, by allowing us to not just study their knowledge but the process that takes students to that knowledge. This paper examines the mediating role of players' moves in digital games on changes in their pre-post classroom measures of implicit science learning. We…
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Collaborative Action Research on Technology Integration for Science Learning
Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua
2012-02-01
This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.
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The College Science Learning Cycle: An Instructional Model for Reformed Teaching.
Withers, Michelle
2016-01-01
Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
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Directory of Open Access Journals (Sweden)
Anne D Souza
2018-01-01
Full Text Available Background: Out of hospital deaths due to cardiac arrest would commonly occur because of the lack of awareness about the quick and right action to be taken. In this context the healthcare students undergo training in basic life support. However the lay persons are not exposed to such training. The present study was intended to train the auto drivers, the basic skills of basic life support by the medical and nursing students. Students got an opportunity to learn and teach the skills under the supervision of faculty. Methods: A total of fourteen students, 20 auto drivers of Manipal were included in the study population. The session on one and two rescuer cardio pulmonary resuscitation and relieving foreign body airway obstruction was conducted by the trained students for the auto drivers under the observation of the faculty. Prior knowledge of the study population was assessed by the pre-session questionnaire followed by a post-session questionnaire at the end of the session. The skill evaluation was carried out using a checklist. Results: The auto drivers participated in the session, gained required skills of providing basic life support. The students who trained the study population opined that they got an opportunity to teach basic life support which would help them build their teaching skills and confidence. Conclusion: The lay persons attaining basic life support skills have a high impact on the management of out of hospital cardiac arrest victims. Involving the healthcare students as instructors makes an innovation in learning.
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Norman, Lashaunda Renea
This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students' learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants' parents value education and moved to Success Middle School
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Models in Science Education: Applications of Models in Learning and Teaching Science
Ornek, Funda
2008-01-01
In this paper, I discuss different types of models in science education and applications of them in learning and teaching science, in particular physics. Based on the literature, I categorize models as conceptual and mental models according to their characteristics. In addition to these models, there is another model called "physics model" by the…
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Scientific Representation and Science Learning
Matta, Corrado
2014-01-01
In this article I examine three examples of philosophical theories of scientific representation with the aim of assessing which of these is a good candidate for a philosophical theory of scientific representation in science learning. The three candidate theories are Giere's intentional approach, Suárez's inferential approach and Lynch and…
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The Influence of Skill Process of Science and Motivation to Students Learn of Creativity
Directory of Open Access Journals (Sweden)
Yoga Budi Bhakti
2018-01-01
Full Text Available This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation . Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r = 0.634 , there is the influence of motivation learn students to creativity learning with correlation coefficient r = 0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r = 0.935. This study concluded that skill process of science and the motivation to study student could creative learning.
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Kurniawan, D. T.; Suhandi, A.; Kaniawati, I.; Rusdiana, D.
2017-02-01
Learning motivation revealed as a whole intrinsic factor that created, maintained and supported students to achieve the goal of learning. As the bigger motivation came with bigger success, motivation was considered as the main key to reach what students have planned. There were intrinsic and extrinsic factors that influence both the students and lecturers’ motivation. The factors in one hand, were essential to be defined by the lecturers in order to maintain and enhance the students’ enthusiasm. On the other hand, they also encouraged and thrilled the students to learn. The study aimed to expose and describe the motivational tendency and to knowledge and analyze learning obstacles faced by the students in basic physics class on students of prospective math teachers in FKIP Unswagati Cirebon. In addition, the study focused on the description of the six motivational components stated by Glyn and Koballa. The six were intrinsic motivation, extrinsic motivation, the relevance of studying physics for subjective purposes, willpower, self assessment and anxiety. Class responses were determined through questionnaire with four main indicators; the causes of being less popular subject, the cause of being disfavored subject, the description of the way the students draw the examination on basic physics subject and the academic background of the students. The results showed that 54% students stated that physics was disfavored because the subject was difficult to understand, 49% stated that the cause of being disfavored of the subject was because physics required complicated mathematics. Most of the students preferred to have game based activities that boosted thinking skill. According to the analysis of the students’ motivation, the findings revealed that the students’ had high level of anxiety in learning the subject. They mostly expressed their anxiety appeared from the material density and text book based assignments.
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Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura
2015-01-01
To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…
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Russian Bilingual Science Learning: Perspectives from Secondary Students.
Lemberger, Nancy; Vinogradova, Olga
2002-01-01
Describes one secondary Russian/English bilingual science teacher's practice and her literate students' experiences as they learn science and adapt to a new school. Discusses the notion of whether literacy skills in the native language are transferable to a second language. (Author/VWL)
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Attitudes and learning difficulties in middle school science in South Korea
Jung, Eun Sook
The purpose of this study is to investigate the relationship between cognitive and attitudinal aspects of learning science, concentrating mainly on the influence of cognitive understanding and learning difficulty on attitudes to science. This theme is selected, in particular, because it is reported that Korean students at secondary level do not enjoy studying science and have not enough confidence, although their achievements are high. Johnstone's information processing model (1993) is used to account for cognitive aspects of science education. Learning processes are understood in terms of student's own knowledge construction through the operation of perception filters, processing in working memory space and storing in long term memory. In particular, the overload of student's working memory space is considered as the main factor causing learning difficulty and, in consequence, learning failure. The research took place in one middle school located in Seoul, the capital city in South Korea. 364 students aged 13 and 350 aged 15 participated. In order to try to find relationships between cognitive and affective factors of science learning, individual student's working memory space was measured and a questionnaire designed to gather information about students' attitudes was prepared and given to all students. To determine the working memory space capacity of the students, the Figural Intersection Test (F.I.T), designed by Pascual-Leone, was used. Two kinds of analysis, comparison and correlation, were performed with data from the Figural Intersection Test and the questionnaire applied to students. For the comparison of attitudes between age 13 and 15, the distributions of frequencies of responses were analyzed for each particular statement in a question. The Chi-square (?[2]) test was applied to judge the statistically significant differences in responses of the two groups. The levels of significance used were 0.05, 0.01 and 0.001. In order to see whether there is
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Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms
Campbell, Todd; Wang, Shaing Kwei; Hsu, Hui-Yin; Duffy, Aaron M.; Wolf, Paul G.
2010-10-01
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. This paper serves to challenge teacher-held assumptions about students learning science `from technology' with a framework and examples of students learning science `with technology'. Whereas a high percentage of students are finding their way in using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical and pedagogical foundation for better connecting the two worlds of students' lives: life in school and life outside of school. This position paper is in response to the changing landscape of students' lives. The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning `with technology' to enhance science learning.
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Designing for expansive science learning and identification across settings
Stromholt, Shelley; Bell, Philip
2017-10-01
In this study, we present a case for designing expansive science learning environments in relation to neoliberal instantiations of standards-based implementation projects in education. Using ethnographic and design-based research methods, we examine how the design of coordinated learning across settings can engage youth from non-dominant communities in scientific and engineering practices, resulting in learning experiences that are more relevant to youth and their communities. Analyses highlight: (a) transformative moments of identification for one fifth-grade student across school and non-school settings; (b) the disruption of societal, racial stereotypes on the capabilities of and expectations for marginalized youth; and (c) how youth recognized themselves as members of their community and agents of social change by engaging in personally consequential science investigations and learning.
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Gordova, Yulia; Okladnikov, Igor; Titov, Alexander; Gordov, Evgeny
2016-04-01
While there is a strong demand for innovation in digital learning, available training programs in the environmental sciences have no time to adapt to rapid changes in the domain content. A joint group of scientists and university teachers develops and implements an educational environment for new learning experiences in basics of climatic science and its applications. This so-called virtual learning laboratory "Climate" contains educational materials and interactive training courses developed to provide undergraduate and graduate students with profound understanding of changes in regional climate and environment. The main feature of this Laboratory is that students perform their computational tasks on climate modeling and evaluation and assessment of climate change using the typical tools of the "Climate" information-computational system, which are usually used by real-life practitioners performing such kind of research. Students have an opportunity to perform computational laboratory works using information-computational tools of the system and improve skills of their usage simultaneously with mastering the subject. We did not create an artificial learning environment to pass the trainings. On the contrary, the main purpose of association of the educational block and computational information system was to familiarize students with the real existing technologies for monitoring and analysis of data on the state of the climate. Trainings are based on technologies and procedures which are typical for Earth system sciences. Educational courses are designed to permit students to conduct their own investigations of ongoing and future climate changes in a manner that is essentially identical to the techniques used by national and international climate research organizations. All trainings are supported by lectures, devoted to the basic aspects of modern climatology, including analysis of current climate change and its possible impacts ensuring effective links between
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Upward Bound: An Untapped Fountain Of Youth Wanting To Learn About Math And Science
Gillis-Davis, J. J.; Sherman, S. B.; Gillis-Davis, L. C.; Svelling, K. L.
2009-12-01
, physics, math, and engineering. In addition, learning science through inquiry and experimentation lends tangible examples to abstract principles. Our curricula (available on-line for sharing) are comprised of (1) modular classroom lesson plans, (2) teacher tutorials, and (3) hands-on laboratory experiments. Each set of summer classes has a theme; the first set of summer classes centered on factors that affect climate on any planet. For example, students measured solar activity by counting sunspots and learned about the greenhouse effect by conducting experiments with colored bottles. The second summer focused on how the electromagnetic spectrum is fundamental to remote sensing. During our summer 2009 program the Lunar Reconnaissance Orbiter launched, and with its many instruments served as a shining example of how the electromagnetic spectrum is used to study planetary bodies. Thus, NASA archived and student-collected data sets used in a PBL setting provide the basic foundation for helping students learn science and math concepts, while the UB programs ensure sustainability by providing a fountain of youth who want to learn.
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The basic science of dermal fillers: past and present Part I: background and mechanisms of action.
Gilbert, Erin; Hui, Andrea; Waldorf, Heidi A
2012-09-01
Dermal fillers have provided a safe and effective means for aesthetic soft tissue augmentation, and have experienced a dramatic increase in popularity during the past 10 years. Much focus has been placed upon filler technique and patient outcomes. However, there is a relative lack of literature reviewing the basic science of dermal fillers, which is vital to a physician's understanding of how each product behaves in vivo. Part I of this article reviews the basic science and evolution of both historical and contemporary dermal fillers; Part II examines their adverse effects. We endeavor to provide the physician with a practical approach to choosing products that maximize both aesthetic outcome and safety.
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Problem-based learning in a health sciences librarianship course.
Dimitroff, A; Ancona, A M; Beman, S B; Dodge, A M; Hutchinson, K L; LaBonte, M J; Mays, T L; Simon, D T
1998-01-01
Problem-based learning (PBL) has been adopted by many medical schools in North America. Because problem solving, information seeking, and lifelong learning skills are central to the PBL curriculum, health sciences librarians have been actively involved in the PBL process at these medical schools. The introduction of PBL in a library and information science curriculum may be appropriate to consider at this time. PBL techniques have been incorporated into a health sciences librarianship course at the School of Library and Information Science (LIS) at the University of Wisconsin-Milwaukee to explore the use of this method in an advanced Library and Information Science course. After completion of the course, the use of PBL has been evaluated by the students and the instructor. The modified PBL course design is presented and the perceptions of the students and the instructor are discussed. PMID:9681169
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Teaching professionalism in science courses: anatomy to zoology.
Macpherson, Cheryl C
2012-02-01
Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.
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International Nuclear Information System (INIS)
1993-09-01
The general quality of BES research at each of the 4 laboratories is high. Diversity of management at the different laboratories is beneficial as long as the primary BES mission and goals are clearly identified and effectively pursued. External sources of personnel should be encouraged. DOE has been designing a new high flux research reactor, the Advanced Neutron Source, to replace DOE's two aging research reactors; BESAC conducted a panel evaluation of neutron sources for the future. The two new light sources, Advanced Light Source and Advanced Photon source will come on line well before all of their beamline instrumentation can be funded, developed, and installed. Appointment of a permanent director and deputy for OBES would enhance OBES effectiveness in budget planning and intra-DOE program coordination. Some DOE and DP laboratories have substantial infrastructure which match well industry development-applications needs; interlaboratory partnerships in this area are encouraged. Funding for basic science research programs should be maintained at FY1993 levels, adjusted for inflation; OBES plans should be updated and monitored to maintain the balance between basic research and facilities construction and operation. The recommendations are discussed in detail in this document
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An Alternative to Piagetian Psychology for Science and Mathematics Education
Novak, Joseph D.
1978-01-01
Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)
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Improving Group Work Practices in Teaching Life Sciences: Trialogical Learning
Tammeorg, Priit; Mykkänen, Anna; Rantamäki, Tomi; Lakkala, Minna; Muukkonen, Hanni
2017-08-01
Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life environments and aims to teach skills required in the professional world. We target one of the major limitation factors for optimal trialogical learning in university settings, inefficient group work. We propose a course design combining effective group working practices with trialogical learning principles in life sciences. We assess the usability of our design in (a) a case study on crop science education and (b) a questionnaire for university teachers in life science fields. Our approach was considered useful and supportive of the learning process by all the participants in the case study: the students, the stakeholders and the facilitator. Correspondingly, a group of university teachers expressed that the trialogical approach and the involvement of stakeholders could promote efficient learning. In our case in life sciences, we identified the key issues in facilitating effective group work to be the design of meaningful tasks and the allowance of sufficient time to take action based on formative feedback. Even though trialogical courses can be time consuming, the experience of applying knowledge in real-life cases justifies using the approach, particularly for students just about to enter their professional careers.
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Learning Haskell data analysis
Church, James
2015-01-01
If you are a developer, analyst, or data scientist who wants to learn data analysis methods using Haskell and its libraries, then this book is for you. Prior experience with Haskell and a basic knowledge of data science will be beneficial.
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Peleg, Ran; Baram-Tsabari, Ayelet
2017-12-01
Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play `Robot and I', addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism.
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Joint Science Education Project: Learning about polar science in Greenland
Foshee Reed, Lynn
2014-05-01
The Joint Science Education Project (JSEP) is a successful summer science and culture opportunity in which students and teachers from the United States, Denmark, and Greenland come together to learn about the research conducted in Greenland and the logistics involved in supporting the research. They conduct experiments first-hand and participate in inquiry-based educational activities alongside scientists and graduate students at a variety of locations in and around Kangerlussuaq, Greenland, and on the top of the ice sheet at Summit Station. The Joint Committee, a high-level forum involving the Greenlandic, Danish and U.S. governments, established the Joint Science Education Project in 2007, as a collaborative diplomatic effort during the International Polar Year to: • Educate and inspire the next generation of polar scientists; • Build strong networks of students and teachers among the three countries; and • Provide an opportunity to practice language and communication skills Since its inception, JSEP has had 82 student and 22 teacher participants and has involved numerous scientists and field researchers. The JSEP format has evolved over the years into its current state, which consists of two field-based subprograms on site in Greenland: the Greenland-led Kangerlussuaq Science Field School and the U.S.-led Arctic Science Education Week. All travel, transportation, accommodations, and meals are provided to the participants at no cost. During the 2013 Kangerlussuaq Science Field School, students and teachers gathered data in a biodiversity study, created and set geo- and EarthCaches, calculated glacial discharge at a melt-water stream and river, examined microbes and tested for chemical differences in a variety of lakes, measured ablation at the edge of the Greenland Ice Sheet, and learned about fossils, plants, animals, minerals and rocks of Greenland. In addition, the students planned and led cultural nights, sharing food, games, stories, and traditions of
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Park, Jiyeon; Jeon, Dongryul
2015-01-01
The systemizing and empathizing brain type represent two contrasted students' characteristics. The present study investigated differences in the conceptions and approaches to learning science between the systemizing and empathizing brain type students. The instruments are questionnaires on the systematizing and empathizing, questionnaires on the…
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Source of learning basic clinical skills by medical interns Tehran University of Medical Sciences
Directory of Open Access Journals (Sweden)
Meshkani Z
2004-07-01
Full Text Available Background: Effective clinical teaching is a major objective in general practitioner’s education at medical schools. Purpose: To identify the sources of clinical skills learning that medical student experience Methods: In this cross sectional study, interns of Tehran medical university who spent at least 12 months of their internship answered a questionnaire on the sources of clinical skills training. Chi2 test was used to examine the association of source of learning and students,’ specification such as sex, score of pre –internship exam, and marital status. Results: All 250 interns who were eligible participated. Over all 46.60% interns learned their clinical skills from residents or clinical teachers, 29.61% observed others performing the procedures, 16.25 learned the skills from hospital staff or nurses, 7.54% practiced their knowledge when confronted to an emergency situation Conclusion: Our results warrant a more attentive approach to clinical skills (specially procedural skills training Key words: LEARNING RESOURCES
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Directory of Open Access Journals (Sweden)
Gladys Raquel Núñez Lazala
2017-01-01
Full Text Available The process of education of engineering students still shows several weak points. One important shortcoming relates to the application and transfer of basic sciences contents to professional and ordinary life situations. Among other causes, this is the result of a fragmented and de contextualized approach that fails to illustrate engineer students the connection between scientific knowledge and disciplines to professional problems. The authors surveyed professors to evaluate the management of didactic issues in the teaching-learning process of engineering majors. They used documentary analysis and literature review to build a theoretical framework; the authors provide a framework that provides the basis for leading the teaching and learning of basic sciences to engineer students from a communicative and contextualized approach.
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Promoting Female Students' Learning Motivation towards Science by Exercising Hands-On Activities
Wen-jin, Kuo; Chia-ju, Liu; Shi-an, Leou
2012-01-01
The purpose of this study is to design different hands-on science activities and investigate which activities could better promote female students' learning motivation towards science. This study conducted three types of science activities which contains nine hands-on activities, an experience scale and a learning motivation scale for data…
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Measuring Choice to Participate in Optional Science Learning Experiences during Early Adolescence
Sha, Li; Schunn, Christian; Bathgate, Meghan
2015-01-01
Cumulatively, participation in optional science learning experiences in school, after school, at home, and in the community may have a large impact on student interest in and knowledge of science. Therefore, interventions can have large long-term effects if they change student choice preferences for such optional science learning experiences. To…
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Narrative as a learning tool in science centers : potentials, possibilities and merits
Murmann, Mai; Avraamidou, Lucy
2014-01-01
In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to ex-plore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea,
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Meyer, Gitte
2016-04-01
There is widespread agreement that the potential of gene therapy was oversold in the early 1990s. This study, however, comparing written material from the British, Danish and German gene therapy discourses of the period finds significant differences: Over-optimism was not equally strong everywhere; gene therapy was not universally hyped. Against that background, attention is directed towards another area of variation in the material: different basic assumptions about science and scientists. Exploring such culturally rooted assumptions and beliefs and their possible significance to science communication practices, it is argued that deep beliefs may constitute drivers of hype that are particularly difficult to deal with. To participants in science communication, the discouragement of hype, viewed as a practical-ethical challenge, can be seen as a learning exercise that includes critical attention to internalised beliefs. © The Author(s) 2014.
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Learning to teach science in urban schools
Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea
2001-10-01
Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.
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Mellard, Daryl F.; Krieshok, Thomas; Fall, Emily; Woods, Kari
2013-01-01
Research indicates that about a quarter of adult students separate from formal adult basic and secondary education (ABE/ASE) programs before completing one educational level. This retrospective study explores individual dispositional factors that affect motivation during learning, particularly students' goals, goal-directed thinking and action…
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The energy-climate continuum lessons from basic science and history
Bret, Antoine
2014-01-01
An entertaining, highly informative introduction to the intimate linkage between the energy and climate debates Illustrates the basic science behind energy and climate with back-of-the-envelope calculations, that even non-experts can easily follow without a calculator Thus provides an access to getting an accurate feeling for orders of magnitudes from simple estimations A conversation starter for some of the most debated topics of today Compares the actual situation with historic cases of societies at a turning point and finds warning as well as encouraging examples For everyone, who wan
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Reflections on the assessment of student learning in Special Education at Basic Education
Directory of Open Access Journals (Sweden)
Maria Sylvia Cardoso Carneiro
2012-11-01
Full Text Available This text reflects on special education student's accomplishment at basic education level, focusing on issues concerning the assessment of learning. Educational policies from an inclusive perspective have guided education systems to develop strategies with the purpose to include these students in school life. This means recognizing them as subjects of learning, taking into account their limitations, but also their possibilities and especially their peculiarities and the different ways of learning and teaching resulting from that. For special education to be effective as an inclusive perspective, pedagogical practices in school at basic education level should be organized collectively in school, always preserving the role of the coordinating teacher in conducting the schooling processes for all students. However, this is not the dynamics found in most schools. The presence of students with disabilities in regular education schools further tightens discussions on the evaluation of learning, which will always be a task assigned to the coordinating teacher, the one who planned the teaching/learning process. Without ignoring the importance of specific accessibility resources to physical space and communication, as well as of adapting teaching materials to the needs of each student, it is important to consider that the education process for these subjects cannot be limited to the elimination of barriers, whether physical, communicational, informational or attitudinal. It is essential that the priorities of school pedagogical practices include the ownership of the historically produced knowledge on behalf of all students. For such empowerment to materialize, it is necessary to perform a teaching work articulated among different school professionals.
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Directory of Open Access Journals (Sweden)
Ely Djulia
2011-12-01
Full Text Available AbstractAn action research project to investigate the implementation of active learning strategies to improve the quality of teaching and learning was conducted in three government elementary schools (Sekolah Dasar in North Sumatra that had received training in teaching for active learning under the auspices of the USAID-sponsored project, Decentralized Basic Education 2. Three cycles of data collection utilizing classroom observations, focus group discussions, and participant observation were conducted in each school. Data were analyzed both holistically and categorily to develop a better understanding of teachers’ successes and challenges in teaching for active learning. Finally, an intervention strategy involving modeling of teaching for active learning strategies was designed and implemented by members of the research team in each school. Our results suggest that language and science teachers developed more confidence in utilizing active learning strategies in their classrooms as a result of the intervention. Students also appeared to respond positively to the new active learning teaching strategies employed by their teachers. We conclude that the DBE-2 training provided to these schools can be considered successful; however, more attention needs to be paid to concrete factors that facilitate or impede teaching for active learning in Indonesian elementary schools in order to continue improving the quality of instruction for Indonesian children. Key Words: Islamic Education, Active Learning, Religious Studies, Indonesia
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Social media for informal science learning in China: A case study
Directory of Open Access Journals (Sweden)
Ke Zhang
2014-09-01
Full Text Available This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English. Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.
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The Learning Assistant Model for Science Teacher Recruitment and Preparation
Otero, Valerie
2006-04-01
There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning
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Science + Writing = Super Learning. Writing Workshop.
Bower, Paula Rogovin
1993-01-01
Article presents suggestions for motivating elementary students to learn by combining science and writing. The strategies include planning the right environment; teaching the scientific method; establishing a link to literature; and making time for students to observe, experiment, and write. (SM)
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Exploring Social Learning through Upstream Engagement in Science and Technology
DEFF Research Database (Denmark)
Mortensen, Jonas Egmose
This discussion paper deliberates on how the concept of social learning can be used for evaluating upstream engagement initiatives in science and technology. The paper briefly introduces to the concept of upstream engagement and a concrete case, the UK Citizen Science for Sustainability project...... (SuScit), as an outset for discussing how the concept of social learning can be used for analysing and understanding relations between citizen participation, Science and research, and sustainability. A number of relevant research questions and methodological considerations are distilled...
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Cheng, May Hung May; Wan, Zhi Hong
2016-01-01
Chinese students' excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found…
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Portable Tablets in Science Museum Learning: Options and Obstacles
Gronemann, Sigurd Trolle
2017-01-01
Despite the increasing use of portable tablets in learning, their impact has received little attention in research. In five different projects, this media-ethnographic and design-based analysis of the use of portable tablets as a learning resource in science museums investigates how young people's learning with portable tablets matches the…
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A case of learning to teach elementary science: Investigating beliefs, experiences, and tensions
Bryan, Lynn Ann
This study examines how preservice elementary teacher beliefs and experiences within the context of reflective science teacher education influence the development of professional knowledge. From a cognitive constructivist theoretical perspective, I conducted a case analysis to investigate the beliefs about science teaching and learning held by a preservice teacher (Barbara), identify the tensions she encountered in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences influenced the process of reflecting on her own science teaching. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs about science teaching and learning. Her foundational beliefs concerned: (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about: (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. The dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in life-long science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well-grounded in experience, embraced a hands-on approach and predominantly guided her vision of practice. Barbara encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her actual practice. Confronting these tensions prompted Barbara to rethink the connections between her classroom actions and students' learning, create new perspectives for viewing her practice, and consider alternative practices more resonant with her visionary beliefs. However, the self-reinforcing belief system created by her
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Optimizing biomedical science learning in a veterinary curriculum: a review.
Warren, Amy L; Donnon, Tyrone
2013-01-01
As veterinary medical curricula evolve, the time dedicated to biomedical science teaching, as well as the role of biomedical science knowledge in veterinary education, has been scrutinized. Aside from being mandated by accrediting bodies, biomedical science knowledge plays an important role in developing clinical, diagnostic, and therapeutic reasoning skills in the application of clinical skills, in supporting evidence-based veterinary practice and life-long learning, and in advancing biomedical knowledge and comparative medicine. With an increasing volume and fast pace of change in biomedical knowledge, as well as increased demands on curricular time, there has been pressure to make biomedical science education efficient and relevant for veterinary medicine. This has lead to a shift in biomedical education from fact-based, teacher-centered and discipline-based teaching to applicable, student-centered, integrated teaching. This movement is supported by adult learning theories and is thought to enhance students' transference of biomedical science into their clinical practice. The importance of biomedical science in veterinary education and the theories of biomedical science learning will be discussed in this article. In addition, we will explore current advances in biomedical teaching methodologies that are aimed to maximize knowledge retention and application for clinical veterinary training and practice.
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Developing an Understanding of Higher Education Science and Engineering Learning Communities
Coll, Richard K.; Eames, Chris
2008-01-01
This article sets the scene for this special issue of "Research in Science & Technological Education", dedicated to understanding higher education science and engineering learning communities. We examine what the literature has to say about the nature of, and factors influencing, higher education learning communities. A discussion of…
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The efficacy of student-centered instruction in supporting science learning.
Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L
2012-10-05
Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.
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Directory of Open Access Journals (Sweden)
D. Rosana
2017-04-01
Full Text Available One of the greatest challenges in science learning is how to integrate a wide range of basic scientific concepts of physics, chemistry, and biology into an integrated learning material. Research-based teaching material in this area is still very poor and does not much involve students of science education in its implementation as part of the learning program science technology and society (STS. The purpose of this study is to get the result of evaluation of the teaching and learning of STS in the form of public service in Kulon Progo, Yogyakarta. The program to improve crop productivity through the application of Audio Bio Harmonic System (ABHS with solar energy have been selected for utilizing the natural animal sounds to open stomata of the leaves conducted during foliar fertilization, making it suitable for integrated science lessons. Component of evaluation model used is Stufflebeam model evaluation (CIPP. CIPP evaluation in these activities resulted in two aspects: The first aspect was improving the skills of students and farmers in using ABHS, and these two aspects, namely food crop productivity; (1 cayenne increased 76.4%, (2 increased red onions (56.3% and (3 of maize increased by 67.8%. Besides, it was also the effect of the application of ABHS on the rate of plant growth. The outcome of this study is the STS teaching materials and appropriate technology of ABHS with solar energy.
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Targeted learning in data science causal inference for complex longitudinal studies
van der Laan, Mark J
2018-01-01
This textbook for graduate students in statistics, data science, and public health deals with the practical challenges that come with big, complex, and dynamic data. It presents a scientific roadmap to translate real-world data science applications into formal statistical estimation problems by using the general template of targeted maximum likelihood estimators. These targeted machine learning algorithms estimate quantities of interest while still providing valid inference. Targeted learning methods within data science area critical component for solving scientific problems in the modern age. The techniques can answer complex questions including optimal rules for assigning treatment based on longitudinal data with time-dependent confounding, as well as other estimands in dependent data structures, such as networks. Included in Targeted Learning in Data Science are demonstrations with soft ware packages and real data sets that present a case that targeted learning is crucial for the next generatio...
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GPRA (Government Performance and Results Act) and research evaluation for basic science
International Nuclear Information System (INIS)
Takahashi, Shoji
2002-08-01
The purpose of the Government Performance and Results Act of 1993 (GPRA) is to ask federal agencies for evaluating their program performance especially from cost-efficiency aspect and to report to Congress. GPRA is to hold agencies accountable for their programs by requiring that they think strategically (in most cases every 5 years) and set, measure and report goals annually. The agencies which have responsibilities for enhancing basic science like Department of Energy (DOE) and National Science Fund (NSF) are not excluded by reasons of the difficulties of economic evaluations. In Japan, based on 'the Rationalization program for the public corporations' of 2001, the research developing type corporations should make a cost-performance evaluation in addition to the conventional ones. They have same theme as US agencies struggles. The purpose of this report is to get some hints for this theme by surveying GPRA reports of DOE and NSF and analyzing related information. At present, I have to conclude although everybody accepts the necessities of socio-economic evaluations and investment criteria for basic research, studies and discussions about ways and means are still continuing even in the US. (author)
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Directory of Open Access Journals (Sweden)
Apinya Phonpinyo
2017-03-01
Full Text Available The purposes of the this research: 1. were study the problems and needed science activities learning 2. to improve students activities 3. study the activities; 3.1 to improve the learning of course to pass the standard in 70 percentage 3.2 to improve basic science process skills to pass in 70 percentage 3.3 to study on attitude in science. the Target group was mathayomsuksa 3 students in the class 1 of Anuban Mahasarakham school by using purposive sampling technique that totally were 32 persons. The research instruments were an interview of teacher, the questionnaires of students who were managed in science learning activities and learning management based, the evaluation of learning achievement that had 4 choices were totally 30 items are have discrimination levels from 0.20 - 0.64 and all reliability levels were 0.74, the test of science process skills on basic level that had 4 choices with 30 items had discrimination levels from 0.28 - 0.83 and all reliability levels were 0.73. The evaluation of attitude to science course had 5-scale levels scale 5 levels, 20-item and difficulty levels from 0.20 - 0.71. The reliability levels were 0.69. The statistics used was percentage, mean and standard division. The research found as follows; 1. Study of the problems and needed science activities learning was found that concerning learning activities management focused on description, note by student non-action with learning activities, it non-evaluating science process skills and attitude in science. The knowledge of most student on science was lower. The motivated students students in learning activities in science were at high level ( = 3.81 2. Learning activities management was developed by 5 stages as follow; 1 introduction stage, 2 review old idea stage, 3 improvement and change concept stage, 4 applying a new idea stage, 5 conclusion stage and appropriately learning activities plan was at high level ( = 4.30 3. the Effects of learning activities
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DEFF Research Database (Denmark)
Dolin, Jens; Evans, Robert Harry; Quistgaard, Nana
2010-01-01
The purpose of this paper is to bring together research on learning and teaching in science – especially for scientific literacy and citizenship – with new insights into museum didactics in order to inform innovative ways of creating museum exhibits and visits and develop new ways of linking formal...... and informal learning environments. Knowledge from different domains that have evolved substantially over the past few decades is brought together with the intention of setting up some relatively concrete guidelines for arranging visits to science museums. First we examine new understandings of science...... learning in relation to the questions of why young people should learn science and what kind of science they should learn. We touch upon issues of scientific literacy and citizenship, dialogical processes, the nature of science, and inquiry-based teaching among others. Secondly, we relate our reflections...
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Student Buy-In to Active Learning in a College Science Course.
Cavanagh, Andrew J; Aragón, Oriana R; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I; Graham, Mark J
2016-01-01
The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure-persuasion-identification-commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students' course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. © 2016 A. J. Cavanagh et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
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Understanding the Science-Learning Environment: A Genetically Sensitive Approach
Haworth, Claire M. A.; Davis, Oliver S. P.; Hanscombe, Ken B.; Kovas, Yulia; Dale, Philip S.; Plomin, Robert
2013-01-01
Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000…
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Portable Tablets in Science Museum Learning
DEFF Research Database (Denmark)
Gronemann, Sigurd Trolle
2016-01-01
Despite the increasing use of portable tablets in learning, their impact has received little attention in research. In five different projects, this media-ethnographic and design-based analysis of the use of portable tablets as a learning resource in science museums investigates how young people...... is identified. It is argued that, paradoxically, museums’ decisions to innovate by introducing new technologies, such as portable tablets, and new pedagogies to support them conflict with many young people’s traditional ideas of museums and learning. The assessment of the implications of museums’ integration...... of portable tablets indicates that in making pedagogical transformations to accommodate new technologies, museums risk opposing didactic intention if pedagogies do not sufficiently attend to young learners’ systemic expectations to learning and to their expectations to the digital experience influenced...
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Ward, Peggy
Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers' thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects' beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers' education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers' conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects' definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple
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Learning Outcomes and Affective Factors of Blended Learning of English for Library Science
Wentao, Chen; Jinyu, Zhang; Zhonggen, Yu
2016-01-01
English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to…
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Student Buy-In to Active Learning in a College Science Course
Cavanagh, Andrew J.; Aragón, Oriana R.; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I.; Graham, Mark J.
2016-01-01
The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. PMID:27909026
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How A Flipped Learning Environment Affects Learning In A Course On Theoretical Computer Science
DEFF Research Database (Denmark)
Gnaur, Dorina; Hüttel, Hans
2014-01-01
This paper reports initial experiences with flipping the classroom in an undergraduate computer science course as part of an overall attempt to enhance the pedagogical support for student learning. Our findings indicate that, just as the flipped classroom implies, a shift of focus in the learning...... context influences the way students engage with the course and their learning strategies....
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Science learning based on local potential: Overview of the nature of science (NoS) achieved
Wilujeng, Insih; Zuhdan Kun, P.; Suryadarma, IGP.
2017-08-01
The research concerned here examined the effectiveness of science learning conducted with local potential as basis from the point of a review of the NoS (nature of science) achieved. It used the non equivalent control group design and took place in the regions of Magelang and Pati, Province of Central Java, and the regions of Bantul and Sleman, Province of the Special Region of Yogyakarta. The research population consisted of students of the first and second grades at each junior high school chosen with research subjects sampled by means of cluster sampling. The instruments used included: a) an observation sheet, b) a written test, and c) a questionnaire. The learning and research instruments had been declared valid and reliable according to previous developmental research. In conclusion, the science learning based on local potential was effective in terms of all the NoS aspects.
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Han, Alyson Kim
According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning
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Application of Model Project Based Learning on Integrated Science in Water Pollution
Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.
2017-09-01
The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.
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History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science
Kim, Sun Young; Irving, Karen E.
2010-01-01
This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in…
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The influence of extracurricular activities on middle school students' science learning in China
Zhang, Danhui; Tang, Xing
2017-07-01
Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students' self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student's engagement in extracurricular activities. The students' volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother's education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities.
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Learning science in a cooperative setting: Academic achievement and affective outcomes
Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh
A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to
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Authentic school science knowing and learning in open-inquiry science laboratories
Roth, Wolff-Michael
1995-01-01
According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.
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Lin, Jang-Long; Cheng, Meng-Fei; Chang, Ying-Chi; Li, Hsiao-Wen; Chang, Jih-Yuan; Lin, Deng-Min
2014-01-01
The purpose of this study was to investigate how learning materials based on Science Magic activities affect student attitudes to science. A quasi-experimental design was conducted to explore the combination of Science Magic with the 5E Instructional Model to develop learning materials for teaching a science unit about friction. The participants…
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Meloy, Linda L.; Deville, Craig; Frisbie, David
The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…
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Generating Awareness on Disaster Management through the Science Festival
Irfana Begum
2014-01-01
Science festivals are the innovative method to introduce the scientific information for the children of various age groups. Every year Vigyan Prasar organize one national level live science festival in summer holidays through its EduSAT network and six virtual science festivals at various remote locations of the country. Through the science festival with the help of do yourself programme children can learn basic information about the science and technology. With the help of these science fes...
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Career-Related Learning and Science Education: The Changing Landscape
Hutchinson, Jo
2012-01-01
Pupils ask STEM subject teachers about jobs and careers in science, but where else do they learn about work? This article outlines career-related learning within schools in England alongside other factors that influence pupils' career decisions. The effect of the Education Act 2011 will be to change career learning in schools. The impact on…
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The science of learning: breaking news.
Straumanis, Joan
2011-03-01
We begin with a paradox. On one hand, not nearly enough is known about exactly how learning takes place in the brain, although exciting new results are emerging thanks to improved brain imaging and a greater focus on neuroscience by government and universities. But this research is just beginning, and a much larger effort and investment are needed to answer even the most basic questions. On the other hand, more than enough is already known about what best promotes learning to motivate and drive educational reform for years to come. This is a report from the front lines of both research and educational implementation. This information should prove of use to anyone--teachers, students, parents, patients, and health practitioners--who is concerned about how best to improve formal or informal teaching and learning, to help people remember complex instructions, or to change unhealthy habits and practices. © 2011 Diabetes Technology Society.
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Does Formative Assessment Improve Student Learning and Performance in Soil Science?
Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.
2012-01-01
Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…
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A Cross Age Study of Elementary Students' Motivation towards Science Learning
Guvercin, Ozge; Tekkaya, Ceren; Sungur, Semra
2010-01-01
The purpose of this study was to investigate the effect of grade level and gender on elementary school students' motivation towards science learning. A total of 2231 sixth and eight grade students participated in the study. Data were collected through Students' Motivation towards Science Learning Questionnaire. Two-way Multivariate Analysis of…
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The use of high pressure in basic, materials, and life sciences
International Nuclear Information System (INIS)
Schilling, James S.
2000-01-01
Four of the most important applications of the high pressure technique in today's science are: (1) to help identify the materials which reside deep within our earth or other heavenly bodies and determine their properties, (2) to uncover underlying systematics and critically test theoretical models, (3) to synthesize novel and useful materials not readily available by other means, and (4) to determine the effect of pressure on living organisms and explore the conditions favorable for the origin of life itself. High pressure studies currently enjoy an increasing popularity which is fueled by recent advances in the notably difficult experimental techniques. In this paper I will attempt to capture some of the current excitement in this field by offering brief synopses of selected experiments in the basic, materials, and life sciences
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Learning to teach science for social justice in urban schools
Vora, Purvi
This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also
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IS IT POSSIBLE TO INTEGRATE BASIC BIOLOGICAL DISCIPLINES IN A PRIVATE INSTITUTION?
Directory of Open Access Journals (Sweden)
L.A. Azzalis
2008-05-01
Full Text Available Basic biological disciplines as biochemistry, genetic and molecular biology have grown faster than any of other sciences. Moreover, those disciplines contribute to the understanding and treatment of an elevated number of illnesses. On the other hand, teachers cannot assure the graduating students that each particular discipline is essential. Furthermore, those disciplines are often studied separately without any interdisciplinary integration between them. The new curriculum proposed at Anhembi Morumbi University - a private institution placed at São Paulo city - incorporates learning blocks that have been designed to integrate basic biological disciplines and clinical contents from the beginning in order to provide the stimulation and motivation to guide the student through his learning. The educational trend has concentrated on the following steps: 1 Biochemistry, genetic, cellular and molecular biology teachers´ from that institution have elaborated a new discipline that was named Biologic Process. The aim of this new discipline was integrate basic biological sciences in a single content; 2 Selecting problems that could be discussed in the light of biochemistry, genetic and molecular contents; e.g. sickle cell anemia; 3 Developing an innovative instructional method that challenges students “learn to learn” different from problem-based learning , economically unavailable at any particular university, and 4 Assessments that measure knowledge, skills, attitudes and beliefs. We believe that the future pedagogical system in private health university will be a combination of “classical” presentation of contents combined with actively involved students in the educational process and instruction based on either hypothetical or real clinical cases in order to create the stimulus for the student continues to integrate basic and clinical investigation.
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Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.
2014-01-01
Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434
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Academic integrity in the online learning environment for health sciences students.
Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana
2014-10-01
The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (pacademic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena. Copyright © 2013 Elsevier Ltd. All
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Marcucci, Emma; Slivinski, Carolyn; Lawton, Brandon L.; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Lee, Janice C.; Rivera, Thalia; Walker, Allyson; Spisak, Marilyn
2018-06-01
NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University and is part of the NASA SMD Science Activation Collective. The NASA’s Universe of Learning projects pull on the expertise of subject matter experts (scientist and engineers) from across the broad range of NASA Astrophysics themes and missions. One such project, which draws strongly on the expertise of the community, is the NASA’s Universe of Learning Science Briefings, which is done in collaboration with the NASA Museum Alliance. This collaboration presents a monthly hour-long discussion on relevant NASA astrophysics topics or events to an audience composed largely of informal educators from informal learning environments. These professional learning opportunities use experts and resources within the astronomical community to support increased interest and engagement of the informal learning community in NASA Astrophysics-related concepts and events. Briefings are designed to create a foundation for this audience using (1) broad science themes, (2) special events, or (3) breaking science news. The NASA’s Universe of Learning team engages subject matter experts to be speakers and present their science at these briefings to provide a direct connection to NASA Astrophysics science and provide the audience an opportunity to interact directly with scientists and engineers involved in NASA missions. To maximize the usefulness of the Museum Alliance Science Briefings, each briefing highlights resources related to the science theme to support informal educators in incorporating science content into their venues and/or interactions with the public. During this
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Uncovering Young Children's Motivational Beliefs about Learning Science
Oppermann, Elisa; Brunner, Martin; Eccles, Jacquelynne S.; Anders, Yvonne
2018-01-01
Young children, ages 5-6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present…
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Science Teachers' Perceptions of the Relationship Between Game Play and Inquiry Learning
Mezei, Jessica M.
The implementation of inquiry learning in American science classrooms remains a challenge. Teachers' perceptions of inquiry learning are predicated on their past educational experiences, which means outdated methods of learning may influence teachers' instructional approaches. In order to enhance their understanding and ultimately their implementation of inquiry learning, teachers need new and more relevant models. This study takes a preliminary step exploring the potential of game play as a valuable experience for science teachers. It has been proposed that game play and inquiry experiences can embody constructivist processes of learning, however there has been little work done with science teachers to systematically explore the relationship between the two. Game play may be an effective new model for teacher education and it is important to understand if and how teachers relate game playing experience and knowledge to inquiry. This study examined science teachers' game playing experiences and their perceptions of inquiry experiences and evaluated teacher's recognition of learning in both contexts. Data was collected through an online survey (N=246) and a series of follow-up interviews (N=29). Research questions guiding the study were: (1) What is the nature of the relationship between science teachers' game experience and their perceptions of inquiry? (2) How do teachers describe learning in and from game playing as compared with inquiry science learning? and (3) What is the range of similarities and differences teachers articulate between game play and inquiry experiences?. Results showed weak quantitative links between science teachers' game experiences and their perceptions of inquiry, but identified promising game variables such as belief in games as learning tools, game experiences, and playing a diverse set of games for future study. The qualitative data suggests that teachers made broad linkages in terms of parallels of both teaching and learning. Teachers
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Greenspan, Yvette Frank
Girls are marked by low self-confidence manifested through gender discrimination during the early years of socialization and culturalization (AAUW, 1998). The nature of gender bias affects all girls in their studies of science and mathematics, particularly in minority groups, during their school years. It has been found that girls generally do not aspire in either mathematical or science-oriented careers because of such issues as overt and subtle stereotyping, inadequate confidence in ability, and discouragement in scientific competence. Grounded on constructivism, a theoretical framework, this inquiry employs fourth generation evaluation, a twelve-step evaluative process (Guba & Lincoln, 1989). The focus is to discover through qualitative research how fifth grade girls learn science in a co-sexual collaborative learning group, as they engage in hands-on, minds-on experiments. The emphasis is centered on one Hispanic girl in an effort to understand her beliefs, attitudes, and behavior as she becomes a stakeholder with other members of her six person collaborative learning group. The intent is to determine if cultural and social factors impact the learning of scientific concepts based on observations from videotapes, interviews, and student opinion questionnaires. QSR NUD*IST 4, a computer software program is utilized to help categorize and index data. Among the findings, there is evidence that clearly indicates girls' attitudes toward science are altered as they interact with other girls and boys in a collaborative learning group. Observations also indicate that cultural and social factors affect girls' performance as they explore and discover scientific concepts with other girls and boys. Based upon what I have uncovered utilizing qualitative research and confirmed according to current literature, there seems to be an appreciable impact on the way girls appear to learn science. Rooted in the data, the results mirror the conclusions of previous studies, which
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Gülpinar, Mehmet Ali; Isoglu-Alkaç, Ümmühan; Yegen, Berrak Çaglayan
2015-01-01
Recently, integrated and contextual learning models such as problem-based learning (PBL) and brain/mind learning (BML) have become prominent. The present study aimed to develop and evaluate a PBL program enriched with BML principles. In this study, participants were 295 first-year medical students. The study used both quantitative and qualitative…
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Directory of Open Access Journals (Sweden)
Luiz Marcelo Darroz
2013-04-01
Full Text Available One presents, in this article, the process of drawing up and developing a didactic proposal about basic concepts of Astronomy. This proposal, which sought to build an educational path for the occurrence of significant learning of the concepts covered, was developed under an extension course to a group of 13 students graduating from teacher training in High School of a public school in Passo Fundo, Rio Grande do Sul. Initially one has developed the teaching methodology following from the Theory of Meaningful Learning Conceptions. The traces of meaningful learning have been obtained by means of instruments of research and evaluation, such as conceptual maps and role playing of the studied contents where the students transposed the approached subjects into new contexts. The obtained results from the learning questionnaires reached a high rate of hits. Through the registries of the meetings and the representations by drawings of the concepts, one has noticed that the students have genuinely understood the approached subjects. Through the conceptual maps the students were able to establish a progressive differentiation and an integrative reconciliation of the concepts. Thus, it was concluded that a methodology that takes into consideration what the student already knows it is essential to develop the joy of Science, the construction of meaning and appreciation of what is being learned.
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Perspectives on competency-based medical education from the learning sciences.
Swing, Susan R
2010-01-01
A central component of competency-based medical education is a framework of higher-order and more fundamental competencies whose purpose is to focus instruction and learning. In the language of the learning sciences, many of these competencies are complex cognitive-perceptual or cognitive-motor skills. Competency-based medical education has been criticized for being reductionistic, that is, for focusing on atomistic skills and failing to capture the essence of professional activities as manifested by complex, integrated capabilities. The value of identifying fundamental skill components is supported by theory and evidence from the learning sciences, however. Complex skills are constructed from fundamental, component skills. Proficient performance of the former is achieved as components are refined and integrated during repeated performance of the skill in a realistic context and as feedback on performance is provided. Competency-based medical education does not propose specific methods for teaching competencies. The learning and instructional sciences, however, posit a number of conditions for learning that support the acquisition of simple skills and their flexible integration into complex capabilities. Learners' motivation and self-regulation skills will also have an impact on the extent to which they engage in learning processes that result in the integration of knowledge and skills into complex competencies.
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Data Science and Optimal Learning for Material Discovery and Design
; Optimal Learning for Material Discovery & Design Data Science and Optimal Learning for Material inference and optimization methods that can constrain predictions using insights and results from theory directions in the application of information theoretic tools to materials problems related to learning from