Sample records for learning science talking
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Zinicola, Debra Ann
Reformers call for change in how science is taught in schools by shifting the focus towards conceptual understanding for all students. Constructivist learning is being promoted through the dissemination of National and State Science Standards that recommend group learning practices in science classrooms. This study examined the science learning and interactions, using case study methodology, of one collaborative group of 4 students in an urban middle school. Data on science talk and social interaction were collected over 9 weeks through 12 science problem solving sessions. To determine student learning through peer interaction, varied group structures were implemented, and students reflected on the group learning experience. Data included: field notes, cognitive and reflective journals, audiotapes and videotapes of student talk, and audiotapes of group interviews. Journal data were analyzed quantitatively and all other data was transcribed into The Ethnograph database for qualitative analysis. The data record was organized into social and cognitive domains and coded with respect to interaction patterns to show how group members experienced the social construction of science concepts. The most significant finding was that all students learned as a result of 12 talk sessions as evidenced by pre- and post-conceptual change scores. Interactions that promoted learning involved students connecting their thoughts, rephrasing, and challenging ideas. The role structure was only used by students about 15% of the time, but it started the talk with a science focus, created awareness of scientific methods, and created an awareness of equitable member participation. Students offered more spontaneous, explanatory talk when the role structure was relaxed, but did not engage in as much scientific writing. They said the role structure was important for helping them know what to do in the talk but they no longer needed it after a time. Gender bias, status, and early adolescent
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Library science talks : eleventh season 2005
2005-01-01
The Swiss National Library in Berne, the Association of International Librarians and Information Specialists AILIS and the CERN Scientific Information Service are pleased to announce their 2005 series of Library Science Talks. The series offers library and archive staff the possibility of learning from and communicating with personalities in library services and organizations. The talks cover important and topical issues for librarians.
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Talking Science: Developing a Discourse of Inquiry
Hackling, Mark; Smith, Pru; Murcia, Karen
2010-01-01
A key principle of inquiry-based science education is that the process of inquiry must include opportunities for the exploration of questions and ideas, as well as reasoning with ideas and evidence. Teaching and learning Science therefore involves teachers managing a discourse that supports inquiry and students engaging in talk that facilitates…
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Scientifically speaking: Identifying, analyzing, and promoting science talk in small groups
Holthuis, Nicole Inamine
In this dissertation I define, document, and analyze the nature of students' science talk as they work in cooperative learning groups. Three questions form the basis of this research. First, what is science talk? Second, how much and what kind of science talk did students do? And, third, what conditions help promote or inhibit students' science talk? This study was conducted in a total of six classrooms in three high schools. I videotaped and audiotaped students as they worked in small groups during the course of an ecology unit. I analyzed this videotape data and field notes using both quantitative and qualitative methods. I define science talk as talk that serves to move students along in terms of the science (both content and process) required or suggested by the activity. More specifically, I identified five epistemological characteristics that delineate what counts as scientific knowledge and, subsequently, science talk. From this definition, I developed an analytic framework and science talk observation instrument to document the quantity and level of student and teacher talk during groupwork. Analysis of the data from this instrument indicates that the overall level of students' science talk is considerable and students do significantly more science talk than school talk. I also found that while the overall level and type of science talk does not vary by class or by school, it does vary by activity type. Finally, my analysis suggests that science talk does not vary by gender composition of the group. I explored the classroom conditions that promote or inhibit science talk during groupwork. My findings suggest that, among other things, teachers can promote science talk by delegating authority to students, by emphasizing content and the big idea, by implementing open-ended tasks, and by modeling science talk. In conclusion, the findings described in this dissertation point teachers and researchers toward ways in which they may improve practice in order to
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Frequency and Efficacy of Talk-Related Tasks in Primary Science
Braund, Martin; Leigh, Joanne
2013-04-01
Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to increase the amount of pupil-pupil talk in primary schools through a programme of teaching and professional development. Pupils' self-reports of the frequency and learning efficacies of talk related activities in science lessons were collected before and after a programme of teaching in 24 schools in one of the most socially and educationally deprived areas of England. Findings showed pupils valued talking about their ideas over listening to those of other pupils. Science talk frequency (STF) was closely correlated with science talk efficacy (STE) and both were positively correlated with pupils' attitudes to school science. Analysis of covariance (ANCOVA) of the correlation of STF with STE showed values were independent of gender and ability but that school experience was a significant factor. After the teaching programme and, contrary to expectations, the frequency of talk activities in science lessons appeared to have decreased but varied according to class grades. The degree of correlation between STF and STE was stronger after the teaching in over half of the schools. Schools where STF/STE strengthened most as a result of teaching were those involved in an additional initiative to use modelled talk related to industrial contexts.
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Directory of Open Access Journals (Sweden)
Alessandra Fernandes Bizerra
2012-03-01
Full Text Available The processes of science communication and science education became especially important in the last quarter of the last century. Science museums, as non-formal spaces have an important role in amplifying and refining these processes. Being spaces open to the general public will be expected to develop programs that include all of its citizens. The Museum of Microbiology of the Butantan Institute has developed a series of activities and educational materials focusing on microorganisms that were designed to facilitate a closer integration of the visually impaired public with the scientific culture. In the present study, we sought to understand how visually deficient visitors interpreted the materials presented, determine the level of understanding that the use of these materials provided and study the significance attributed to them. Visually impaired visitors were interviewed during their interactions with the materials with the aid of an audio guide, and the talks generated were analyzed within interpretative categories. The most frequent category was “Strategic talk (Use” (11.8%, in which the visually deficient visitors gave their opinions concerning the uses of the Micro-Touch Program. Two other categories, “Affective talk (Pleasure” (10.2% and “Perceptual talk (Identification” (8.6% were also established. A combination of tactile and auditory tools was fundamental to solve problems and to the creation of visual representations that are important to constructing and understanding scientific concepts and to facilitate the organization of theoretical thought. We suggest here the necessity of elaborating activities contents that favors the establishment of conceptual talks and considering the previously acquired knowledge of visually impaired visitors during the design of displays, providing higher frequency of other learning talks
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Examining Teacher Talk in an Engineering Design-Based Science Curricular Unit
Aranda, Maurina L.; Lie, Richard; Selcen Guzey, S.; Makarsu, Murat; Johnston, Amanda; Moore, Tamara J.
2018-03-01
Recent science education reforms highlight the importance for teachers to implement effective instructional practices that promote student learning of science and engineering content and their practices. Effective classroom discussion has been shown to support the learning of science, but work is needed to examine teachers' enactment of engineering design-based science curricula by focusing on the content, complexity, structure, and orchestration of classroom discussions. In the present study, we explored teacher-student talk with respect to science in a middle school curriculum focused on genetics and genetic engineering. Our study was guided by the following major research question: What are the similarities and differences in teacher talk moves that occurred within an engineering design-based science unit enacted by two teachers? Through qualitative and quantitative approaches, we found that there were clear differences in two teachers' use of questioning strategies and presentation of new knowledge that affected the level of student involvement in classroom discourse and the richness and details of student contributions to the conversations. We also found that the verbal explanations of science content differed between two teachers. Collectively, the findings in this study demonstrate that although the teachers worked together to design an engineering designed-based science curriculum unit, their use of different discussion strategies and patterns, and interactions with students differed to affect classroom discourse.
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Library Science Talks (LST): celebrating 20 years of presentations in Switzerland (1995-2014)
Basaglia, Tullio; Landry, Patrice; Pettenati, Corrado
2014-01-01
The Library Science Talks offer librarians and archivists the possibility of learning from and communicating with personalities in libraries, archives and information services who are renowned specialists in their field. The talks cover important and topical issues for information specialists and offer an insight into innovative projects in libraries, archives and related institutions. The talks series was launched by Corrado Pettenati in 1995, who, as newly appointed director of the CERN library, decided to organise a series of conferences for the CERN library staff to inform them about new library technology trends.
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Moore, Mitzi Ruth
1992-01-01
Proposes having students perform skits in which they play the roles of the science concepts they are trying to understand. Provides the dialog for a skit in which hot and cold gas molecules are interviewed on a talk show to study how these properties affect wind, rain, and other weather phenomena. (MDH)
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Frequency and Efficacy of Talk-Related Tasks in Primary Science
Braund, Martin; Leigh, Joanne
2013-01-01
Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to…
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Moje, Elizabeth B.
This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction.Received: 23 September 1993; Revised: 15 September 1994;
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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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Oberrecht, Stephen Patrick
Because of cultural and linguistic influences on science learning involving students from diverse cultural and linguistic backgrounds, calls have been made for teachers to enact teaching that is sensitive to these students' backgrounds. However, most of the research involving such students has tended to focus on students at elementary grade levels from predominantly two linguistic backgrounds, Hispanic and Haitian Creole, learning science concepts mainly in the life sciences. Also, most of the studies examined classroom interactions between teachers and the students and among students. Not much attention had been paid to how students talk about ideas inherent in scientific phenomena in an outside-the-classroom context and much less on how that talk relates to that of the classroom. Thus, this research extends knowledge in the area of science learning involving students learning science in a language other than their first language to include students from a language background other than Hispanic and Haitian Creole at not only the high school level but also their learning of ideas in a content area other than the life science (i.e., the physical sciences). More importantly, this research extends knowledge in the area by relating science learning outside and inside the classroom. This dissertation describes this exploratory research project that adopted a case study strategy. The research involved seven Form Two (tenth grade) students (three boys and four girls) from one public, mixed gender day secondary school in rural Kenya. I collected data from the students through focus group discussions as they engaged in talking about ideas inherent in selected physical science phenomena and activities they encountered in their everyday lives, as well as learned about in their science classrooms. I supplemented these data with data from one-on-one semi-structured interviews with two teachers (one for chemistry and one for physics) on their teaching of ideas investigated in
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Student talk and opportunities for mathematical learning in small group interactions
Wood, M.; Kalinec, C.
2012-01-01
Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical learning. We differentiated talk based upon its focus: mathematical objects (mathematizing), people (subjectifying), or more specifically, people’s attribu...
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Wright, Tanya S.; Gotwals, Amelia Wenk
2017-01-01
In this article, the authors first review the research literature to show why supporting talk from the start of school is important for students' long-term literacy development. The authors then define and describe disciplinary talk and argue that it is an important entry point into science and disciplinary literacy learning for young students.…
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The Level and Quality of Accountability Talk in the Science Lessons
Motlhabane, Abraham
2016-01-01
Teachers are actively encouraged to plan their lessons such that there is maximum classroom talk, namely accountability talk. However, many lessons do not display sufficient accountability talk. This study attempted to better understand the level and quality of accountability talk in six science lessons. The study aimed to provide teachers with…
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Full Text Available ... Simple Clear Health from NIH Cultural Respect Language Access Talking to Your Doctor Plain Language Science, Health, ... to take notes for you. Learn how to access your medical records, so you can keep track ...
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News from the Library: Celebrating 20 years of "Library Science Talks"
CERN Library
2014-01-01
The CERN Library (GS-SIS Group) is promoting activities and initiatives to foster better communication and closer cooperation amongst international librarians and information specialists in the Geneva - Lausanne area. Great changes that have occurred in the world of information during the last two decades. For this reason, the CERN Library, in cooperation with the Swiss National Library and the Association of International Librarians and Information Specialists (AILIS), sponsors a programme of "Library Science Talks", which consists of six presentations per year given by internationally recognised specialists in the field, providing an opportunity to learn about the trends in our profession. This series of talks was launched in 1995 by Corrado Pettenati, CERN Head Librarian at that time. The idea was that CERN Library staff would benefit from hearing about current projects and products and could then apply some of the ideas to the library. This initiative was&...
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Millstone, Rachel Diana
The current conceptualization of science set forth by the National Research Council (2008) is one of science as a social activity, rather than a view of science as a fixed body of knowledge. This requires teachers to consider how communication, processing, and meaning-making contribute to science learning. It also requires teachers to think deeply about what constitutes knowledge and understanding in science, and what types of instruction are most conducive to preparing students to participate meaningfully in the society of tomorrow. Because argumentation is the prominent form of productive talk leading to the building of new scientific knowledge, one indicator of successful inquiry lies in students' abilities to communicate their scientific understandings in scientific argumentation structures. The overarching goal of this study is to identify factors that promote effective inquiry-based instruction in middle school science classrooms, as evidenced in students' abilities to engage in quality argumentation with their peers. Three specific research questions were investigated: (1) What factors do teachers identify in their practice as significant to the teaching and learning of science? (2) What factors do students identify as significant to their learning of science? and (3) What factors affect students' opportunities and abilities to achieve sophisticated levels of argumentation in the classroom? Two teachers and forty students participated in this study. Four principle sources of data were collected over a three-month period of time. These included individual teacher interviews, student focus group interviews, fieldnotes, and approximately 85 hours of classroom videotape. From this sample, four pathways for guided-inquiry instruction are identified. Opportunities for student talk were influenced by a combination of factors located in the domains of "teacher practice," "classroom systems," and "physical structures." Combinations of elements from these three
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Student Talk and Opportunities for Mathematical Learning in Small Group Interactions
Wood, Marcy B.; Kalinec, Crystal A.
2012-01-01
Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical…
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Finding science in students' talk
Yeo, Jennifer
2009-12-01
What does it mean to understand science? This commentary extends Brown and Kloser's argument on the role of native language for science learning by exploring the meaning of understanding in school science and discusses the extent that science educators could tolerate adulterated forms of scientific knowledge. Taking the perspective of social semiotics, this commentary looks at the extent that school science can be represented with other discourse practices. It also offers an example to illustrate how everyday language can present potential hindrance to school science learning.
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Eppich, Walter J; Rethans, Jan-Joost; Dornan, Timothy; Teunissen, Pim W
2018-05-04
Telephone talk between clinicians represents a substantial workplace activity in postgraduate clinical education, yet junior doctors receive little training in goal-directed, professional telephone communication. To assess educational needs for telephone talk and develop a simulation-based educational intervention. Thematic analysis of 17 semi-structured interviews with doctors-in-training from various training levels and specialties. We identified essential elements to incorporate into simulation-based telephone talk, including common challenging situations for junior doctors as well as explicit and informal aspects that promote learning. These elements have implications for both junior doctors and clinical supervisors, including: (a) explicit teaching and feedback practices and (b) informal conversational interruptions and questions. The latter serve as "disguised" feedback, which aligns with recent conceptualizations of feedback as "performance relevant information". In addition to preparing clinical supervisors to support learning through telephone talk, we propose several potential educational strategies: (a) embedding telephone communication skills throughout simulation activities and (b) developing stand-alone curricular elements to sensitize junior doctors to "disguised" feedback during telephone talk as a mechanism to augment future workplace learning, i.e. 'learning how to learn' through simulation.
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Development of a Computer-Based Measure of Listening Comprehension of Science Talk
Lin, Sheau-Wen; Liu, Yu; Chen, Shin-Feng; Wang, Jing-Ru; Kao, Huey-Lien
2015-01-01
The purpose of this study was to develop a computer-based assessment for elementary school students' listening comprehension of science talk within an inquiry-oriented environment. The development procedure had 3 steps: a literature review to define the framework of the test, collecting and identifying key constructs of science talk, and…
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Cultura Obscura: Race, Power, and "Culture Talk" in the Health Sciences.
Benjamin, Ruha
2017-05-01
"The price of culture is a Lie." 1 This Article advances a critical race approach to the health sciences by examining "culture talk" as a discursive repertoire that attributes distinct beliefs, behaviors, and dispositions to ethno-racialized groups. Culture talk entails a twofold process of obfuscation - concealing the social reality of the people it describes and hiding the positionality of those who employ cultural generalizations. After tracing how culture talk circulates and reproduces racist narratives in and beyond the health sciences, I examine how cultural competency training in medical schools and diversity initiatives in stem cell research use the idiom of culture to manage and manufacture group differences. From culturing cells in the lab to enculturing people in the clinic, I apply the concept of coproduction to argue that culture talk is a precondition and product of scientific knowledge construction.
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Time Well Spent in a Kindergarten Class:A Teacher’s Reflection on Using Talk to Learn
Directory of Open Access Journals (Sweden)
Laura Hope-Southcott
2010-06-01
Full Text Available Recent changes in the Ontario curricular expectations for teaching and learning have led the author to re-examine some of her teaching practices, particularly in oral language learning. In this article, the author explores what learning through talk looks like, sounds like and feels like from the kindergarten teacher’s perspective. By inquiring into her own practice, drawing from the literature on classroom talk in the early years, and critically reflecting on vignettes of classroom talk as well as a teaching journal, the author as kindergarten teacher challenges her own assumptions about talk to gain a deeper understanding of its role in a kindergarten classroom. The vignettes, reflective writing and teaching journal act as signposts that map a growing understanding of talk as a tool for learning. These stories help to ground the discussion about talk in practice as well as theory, and provide insights into the challenges and opportunities of using talk for learning in kindergarten.
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Investigating Science Collaboratively: A Case Study of Group Learning
Zinicola, Debra A.
2009-01-01
Discussions of one urban middle school group of students who were investigating scientific phenomena were analyzed; this study was conducted to discern if and how peer interaction contributes to learning. Through a social constructivist lens, case study methodology, we examined conceptual change among group members. Data about science talk was…
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Productive Academic Talk during Inquiry-Based Science
Gillies, Robyn M.
2013-01-01
This study reports on the types of academic talk that contribute to enhanced explanatory responses, reasoning, problem-solving and learning. The study involved 10 groups of 3-4 students who were provided with one of three linguistic tools (i.e. Cognitive Questioning, Philosophy for Children and Collaborative Strategic Reading (CSR)) to scaffold…
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Cross-situational statistically based word learning intervention for late-talking toddlers.
Alt, Mary; Meyers, Christina; Oglivie, Trianna; Nicholas, Katrina; Arizmendi, Genesis
2014-01-01
To explore the efficacy of a word learning intervention for late-talking toddlers that is based on principles of cross-situational statistical learning. Four late-talking toddlers were individually provided with 7-10 weeks of bi-weekly word learning intervention that incorporated principles of cross-situational statistical learning. Treatment was input-based meaning that, aside from initial probes, children were not asked to produce any language during the sessions. Pre-intervention data included parent-reported measures of productive vocabulary and language samples. Data collected during intervention included production on probes, spontaneous production during treatment, and parent report of words used spontaneously at home. Data were analyzed for number of target words learned relative to control words, effect sizes, and pre-post treatment vocabulary measures. All children learned more target words than control words and, on average, showed a large treatment effect size. Children made pre-post vocabulary gains, increasing their percentile scores on the MCDI, and demonstrated a rate of word learning that was faster than rates found in the literature. Cross-situational statistically based word learning intervention has the potential to improve vocabulary learning in late-talking toddlers. Limitations on interpretation are also discussed. Readers will describe what cross-situational learning is and how it might apply to treatment. They will identify how including lexical and contextual variability in a word learning intervention for toddlers affected treatment outcomes. They will also recognize evidence of improved rate of vocabulary learning following treatment. Copyright © 2014 Elsevier Inc. All rights reserved.
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Collaborative work and medical talk: opportunities for learning through knowledge sharing.
Nilsen, Line Lundvoll; Ludvigsen, Sten R
2010-01-01
Teleconsultations provide new opportunities for learning in medical settings. This study explores the conditions under which learning among physicians takes place. The empirical context is 47 real-time video conferences carried out to examine collaborative work and the medical talk involved. Sixteen of the observations were consultations wherein general practitioners (GPs) and specialists shared knowledge with the purpose of solving a medical problem related to a patient under treatment. In this exploratory study, the learning opportunities are seen as what medical practitioners with different types of expertise achieve through interaction while working with patients over periods of time. The analysis of medical talk in consultations shows that collaborative work among GPs and specialists creates a shared understanding of the patient's clinical history and treatment trajectory. As knowledge is demanded and attributed and gaps of knowledge become shared, consultations create a work tool that expands the medical work and talk. Collaborative work in and between different levels of the health care service expands knowledge, creates opportunities for learning in everyday settings, and improves the quality of knowledge distribution in the health care system.
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Wright, Laura J.
This study examines students' sense making practices in a middle school science class from a discourse analytic perspective. Using Mediated Discourse Analysis (MDA) (Scollon 1998, 2001) and interactional sociolinguistics (Gumperz 1999, 2001, Schiffrin 1994), my research seeks to enrich findings from recent sociocultural studies of science classrooms that focus on doing, talking and writing science (Roth 2005, Kress, et al. 2002, Halliday & Martin 1993, Lemke 1990). Within a middle school science classroom, these fundamental activities form a nexus of practice (Scollon 1998, 2001) basic to science literacy (AAAS 1989) and reflective of the work of practicing scientists. Moreover, students' engagement in these practices provides insight into the cultural production and reproduction of science and scientist. I first examine how the students' curriculum text encourages these three scientific practices and then trace students' uptake; that is, how they subsequently do, talk, and write science throughout the course of the unit. I argue that learning science with this curriculum unit requires students to resemiotize (Iedema 2001, 2003) first hand experience so they can represent their knowledge cohesively and coherently in evaluable forms. Ultimately, students must transform language from the curriculum text and their teacher into action in their laboratory activities and action in their laboratory activities into language. In addition, I show how students are apprenticed to the conventionalized practices and voices (Bakhtin 1986) of science (i.e. the scientific register), and how their figures of personhood (Agha 2005) reflect the development of their scientific identities. Overall, I argue that the microanalytic methods I use illuminate how students draw upon curricular resources to become scientifically literate and develop scientific identities.
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Scientists Popularizing Science: Characteristics and Impact of TED Talk Presenters
Sugimoto, Cassidy R.; Thelwall, Mike; Larivi?re, Vincent; Tsou, Andrew; Mongeon, Philippe; Macaluso, Benoit
2013-01-01
The TED (Technology, Entertainment, Design) conference and associated website of recorded conference presentations (TED Talks) is a highly successful disseminator of science-related videos, claiming over a billion online views. Although hundreds of scientists have presented at TED, little information is available regarding the presenters, their academic credentials, and the impact of TED Talks on the general population. This article uses bibliometric and webometric techniques to gather data o...
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A Talk Focus for Promoting Enjoyment and Developing Understanding in Science
Dawes, Lyn; Dore, Babs; Loxley, Peter; Nicholls, Linda
2010-01-01
In this paper we suggest a practical, talk-based model for the successful pursuit of teaching science in primary classrooms (Loxley et al., 2010). This model is not only based on our own experience of teaching in primary schools, and of training teachers to do so, but is also based substantially on research on classroom talk, which has built upon…
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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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Deep Learning and its Applications in the Natural Sciences
CERN. Geneva
2015-01-01
Starting from a brief historical perspective on scientific discovery, this talk will review some of the theory and open problems of deep learning and describe how to design efficient feedforward and recursive deep learning architectures for applications in the natural sciences. In particular, the focus will be on multiple particle problems at different scales: in biology (e.g. prediction of protein structures), chemistry (e.g. prediction of molecular properties and reactions), and high-energy physics (e.g. detection of exotic particles, jet substructure and tagging, "dark matter and dark knowledge")
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Tokuhama-Espinosa, Tracey
2009-01-01
This book offers a definitive, scientifically grounded guide for better teaching and learning practices. Drawing from thousands of documents and the opinions of recognized experts worldwide, it explains in straight talk the new Mind, Brain, and Education Science--a field that has grown out of the intersection of neuroscience, education, and…
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The effect of the integration of talking toys on preschoolers’ vocabulary learning in English
Directory of Open Access Journals (Sweden)
Burcu Güngör
2018-05-01
Full Text Available Appropriate conditions and suitable materials can inspire young children to learn a new language effortlessly. The present study attempted to investigate the effects of English talking toys as teaching materials on vocabulary learning of very young learners (VYL based on their gender. The study was conducted at one of the public preschools in Yenimahalle/Ankara with 48 five-year old children from two classes. The first group of students was the experimental group and they were instructed using English talking toys as a teaching material. On the other hand, the other class was the control group and was instructed using flashcards. The target vocabulary for this study, which was incorporated into a Vocabulary Checklist Test, was developed after a close scrutiny of the relevant literature (i.e. vocabulary learning in young learners and examination of the theme-related curriculum employed in the chosen preschool. To assess preschoolers' learning of target words in English, a new Vocabulary Checklist Test was developed by the researcher. The results of a series of t-tests showed that the class instructed with English talking toys performed better on both receptive and expressive/productive vocabulary. The results also indicated that there was not any significant difference between males and females in terms of the effect of English talking toys on preschool children's vocabulary learning. The findings suggest that English talking toys are not only used for entertainment and recreational purposes, they can also be used as teaching material particularly when it comes to teaching basic English vocabulary. The current study contributed to areas such as early childhood education, foreign/second language learning, foreign language testing and evaluation.
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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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Everyday science & science every day: Science-related talk & activities across settings
Zimmerman, Heather
To understand the development of science-related thinking, acting, and learning in middle childhood, I studied youth in schools, homes, and other neighborhood settings over a three-year period. The research goal was to analyze how multiple everyday experiences influence children's participation in science-related practices and their thinking about science and scientists. Ethnographic and interaction analysis methodologies were to study the cognition and social interactions of the children as they participated in activities with peers, family, and teachers (n=128). Interviews and participant self-documentation protocols elucidated the participants' understandings of science. An Everyday Expertise (Bell et al., 2006) theoretical framework was employed to study the development of science understandings on three analytical planes: individual learner, social groups, and societal/community resources. Findings came from a cross-case analysis of urban science learners and from two within-case analyses of girls' science-related practices as they transitioned from elementary to middle school. Results included: (1) children participated actively in science across settings---including in their homes as well as in schools, (2) children's interests in science were not always aligned to the school science content, pedagogy, or school structures for participation, yet children found ways to engage with science despite these differences through crafting multiple pathways into science, (3) urban parents were active supporters of STEM-related learning environments through brokering access to social and material resources, (4) the youth often found science in their daily activities that formal education did not make use of, and (5) children's involvement with science-related practices can be developed into design principles to reach youth in culturally relevant ways.
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Surrounded by Water: Talking to Learn in Today's Classrooms
Ernst-Slavit, Gisela; Wenger, Kerri J.
2016-01-01
The authors explore the importance of talk and interaction for learning, particularly in relation to new K-12 standards and the prominent role of academic language in today's educational contexts. The article concludes with a detailed example of a Grade 6 teacher's use of content and language objectives to address the needs and strengths of all…
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Learning Science through Talking Science in Elementary Classroom
Tank, Kristina Maruyama; Coffino, Kara
2014-01-01
Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students' know about human body and various systems,…
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The Effects of Talking-Head with Various Realism Levels on Students' Emotions in Learning
Mohamad Ali, Ahmad Zamzuri; Hamdan, Mohd Najib
2017-01-01
The aim of this study was to evaluate the effects of various realistic levels of talking-head on students' emotions in pronunciation learning. Four talking-head characters with varying levels of realism were developed and tested: a nonrealistic three-dimensional character, a realistic three-dimensional character, a two-dimensional character, and…
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Children's gendered ways of talking about learning to write
Directory of Open Access Journals (Sweden)
Maria Sol Iparraguirre
2012-03-01
Full Text Available This study attempts to integrate a gender perspective in the research of children's conceptions about learning to write. We analyzed the individual interviews of 160 schoolchildren - equally distributed between boys and girls - in the eight grades from kindergarten to seventh grade in elementary school in Argentina, in order to explore gender-related patterns in their conceptions of learning to write. The lexicometric method was applied to the transcriptions of children's responses. Subsequent qualitative analysis of modal responses revealed distinctive gender differences regarding both the content and the form of responses. We describe and interpret such differences within a theoretical framework that distinguishes two different modes of discourse and thought: the gendered conversational styles studied by Tannen, and the two modes of cognitive functioning proposed by Bruner. Results show that boys tended to adopt a report talk style and to present traits that are close to those proposed by Bruner in his portrait of the logico-paradigmatic mode of thought. Girls, instead, tended to adopt a rapport talk style and to integrate to a greater extent a set of procedures characterizing a narrative modality, by speaking at length of human actions, intentions and feelings. These findings underscore the educational potential of considering gender as an important (and still unexplored aspect that influences children's(and most probably teachers' conceptions of how one learns.
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Full Text Available ... Discovery Into Health ® Impact of NIH Research Science, Health, and Public Trust You are here Home » Institutes at NIH » ... Access Talking to Your Doctor Plain Language Science, Health, and Public Trust Talking to Your Doctor Part I: Preparing ...
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Anderhag, P.; Wickman, P.-O.; Hamza, K. M.
2015-06-01
In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for science as a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students' interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.
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Roth, Wolff-Michael
2013-06-01
In much of science education research, the content of talk tends to be attributed to the persons who produce the sound-words in a speech situation. A radically different, sociological perspective on language-in-use grounded in Marxism derives from the work of L. S. Vygotsky and the members of the circle around M. M. Bakhtin. Accordingly, each word belongs to speaker and recipient simultaneously. It represents collective consciousness and, therefore, shared ideology, which can no longer be attributed to the individual. The purpose of this study is to develop a sociological perspective on language in science education, a perspective in which language continuously changes. I articulate this position in the context of classroom and interview talk with 14-year-old Swiss non-academically streamed lower secondary students about technology and science. In this context, science classrooms and interviews are shown to be microcosms of Swiss (German) culture and society reproduced in and through the situated talk about science and technology.
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Patterson, Eira Wyn
2018-01-01
Collaborative group work has the potential for providing rich opportunities for children to learn through talk with peers; however, in practice, little effective engagement in learning is observed within authentic learning contexts. Exploratory talk is associated with high levels of cognitive challenge within collaborative group work. Detailed…
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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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Strategi Pemasaran dan Penggunaan KakaoTalk
Nuansyara, Ade Tia
2015-01-01
This research entitled Marketing Strategic and useful of KakaoTalk (Corelation Study of KakaoTalk Advertise “Buy 1, Get 1” Version to Useful of KakaoTalk among Students of Social Science and Political Science Faculty at University of North Sumatra). KakaoTalk is the one from many applications which can use to send message to other user with free cost. KakaoTalk use the marketing strategy buy 1, get 1 to every products in promotion program. This strategy using for make people get interesting ...
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Blewitt, Pamela; Langan, Ryan
2016-10-01
Shared book reading (SBR) is a valuable context for word learning during early childhood, and adults' extratextual talk boosts the vocabulary building potential of SBR. We propose that the benefits of such talk depend largely on a reader's success in promoting children's active engagement (attention and interest) during SBR. When readers ask children questions about new words, especially if they respond to children in a prompt, contingent, and appropriate (positive) manner, this verbal responsiveness functions as an effective engagement strategy. We randomly assigned 3- and 4-year-olds to three reading conditions (low, moderate, and high) distinguished by the degree to which the reader used extratextual engagement strategies, including verbal responsiveness. Despite equal exposure to unfamiliar target words, children's performance improved on two measures of word learning across the three conditions, demonstrating the value of engagement strategies in extratextual talk. This study provides a strong experimental demonstration that adult verbal responsiveness directly benefits preschoolers' word learning. Copyright © 2016 Elsevier Inc. All rights reserved.
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Science and Sandy: Lessons Learned
Werner, K.
2013-12-01
Following Hurricane Sandy's impact on the mid-Atlantic region, President Obama established a Task Force to '...ensure that the Federal Government continues to provide appropriate resources to support affected State, local, and tribal communities to improve the region's resilience, health, and prosperity by building for the future.' The author was detailed from NOAA to the Task Force between January and June 2013. As the Task Force and others began to take stock of the region's needs and develop plans to address them, many diverse approaches emerged from different areas of expertise including: infrastructure, management and construction, housing, public health, and others. Decision making in this environment was complex with many interests and variables to consider and balance. Although often relevant, science and technical expertise was not always at the forefront of this process. This talk describes the author's experience with the Sandy Task Force focusing on organizing scientific expertise to support the work of the Task Force. This includes a description of federal activity supporting Sandy recovery efforts, the role of the Task Force, and lessons learned from developing a science support function within the Task Force.
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Struggles with learning about scientific models in a middle school science classroom
Loper, Suzanna Jane
Two important goals in science education are teaching students about the nature of science and teaching students to do scientific inquiry. Learning about scientific models is central to both of these endeavors, but studies have shown that students have very flawed and limited understandings of the nature and purposes of scientific models (Carey & Smith, 1993; Grosslight, Unger, & Jay, 1991; Lederman, 1992). In this dissertation I investigate the processes of teaching and learning about scientific models in an 8th grade classroom in an urban middle school. In order to do so, I examine recordings of student and teacher talk about models across a period of two months in which students completed two independent inquiry projects, using the Inquiry Island software and curriculum (Eslinger, 2004; Shimoda, White, & Frederiksen, 2002; White, Shimoda, & Frederiksen, 2000). My analysis draws on video records of small-group work and whole-class interactions, as well as on students' written work. I find that in this classroom, students struggled to understand the nature and purpose of scientific models. I analyze episodes in the classroom talk in which models appeared to be a source of trouble or confusion, and describe the ways in which the teacher attempted to respond to these troubles. I find that in many cases students appeared to be able to produce scientific models of the proper form, yet still struggled with displaying an understanding of what a model was, or of the functions of models in scientific research. I propose directions for further research and curriculum development in order to build on these findings. In particular, I argue, we need to design ways to help students engage in scientific modeling as a social and communicative practice, and to find ways to build from their everyday reasoning and argumentation practices. My research also reinforces the importance of looking at classroom talk, not just pre- and post-assessments, in order to understand teaching and
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Seidel, Shannon B; Reggi, Amanda L; Schinske, Jeffrey N; Burrus, Laura W; Tanner, Kimberly D
2015-01-01
Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. © 2015 S. B. Seidel et al. CBE—Life Sciences Education © 2015 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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Seidel, Shannon B.; Reggi, Amanda L.; Schinske, Jeffrey N.; Burrus, Laura W.; Tanner, Kimberly D.
2015-01-01
Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. PMID:26582237
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Therapy Talk: Analyzing Therapeutic Discourse
Leahy, Margaret M.
2004-01-01
Therapeutic discourse is the talk-in-interaction that represents the social practice between clinician and client. This article invites speech-language pathologists to apply their knowledge of language to analyzing therapy talk and to learn how talking practices shape clinical roles and identities. A range of qualitative research approaches,…
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Full Text Available ... You Talking to Your Doctor Science Education Resources Community Resources Clear Health A–Z Publications List More » ... can play an active role in your health care by talking to your doctor. Clear and honest ...
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Symons, Duncan; Pierce, Robyn
2015-01-01
In this study we examine the use of cumulative and exploratory talk types in a year 5 computer supported collaborative learning environment. The focus for students in this environment was to participate in mathematical problem solving, with the intention of developing the proficiencies of problem solving and reasoning. Findings suggest that…
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Gilles, Carol
2010-01-01
Research supports what many teachers have long known: talk is a valuable tool for learning. But how can we incorporate talk and still keep students on task, thinking collectively and deeply? Gillis offers a solid theoretical foundation for incorporating talk throughout the curriculum, and then provides practical help for implementing it, with…
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Science for Diplomacy, Diplomacy for Science
Colglazier, E. Wiliam
2015-04-01
I was a strong proponent of ``science diplomacy'' when I became Science and Technology Adviser to the Secretary of State in 2011. I thought I knew a lot about the subject after being engaged for four decades on international S&T policy issues and having had distinguished scientists as mentors who spent much of their time using science as a tool for building better relations between countries and working to make the world more peaceful, prosperous, and secure. I learned a lot from my three years inside the State Department, including great appreciation and respect for the real diplomats who work to defuse conflicts and avoid wars. But I also learned a lot about science diplomacy, both using science to advance diplomacy and diplomacy to advance science. My talk will focus on the five big things that I learned, and from that the one thing where I am focusing my energies to try to make a difference now that I am a private citizen again.
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Full Text Available ... Communications & Public Liaison » Clear Communication Clear Communication Clear Communication Health Literacy Clear & Simple Clear Health from NIH Cultural Respect Language Access Talking to Your Doctor Plain Language Science, Health, and Public Trust Talking to Your Doctor ...
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Full Text Available ... Trials and You Talking to Your Doctor Science Education Resources Community Resources Clear Health A–Z Publications ... Research & Training Medical Research Initiatives Science Highlights Science Education Research in NIH Labs & Clinics Training Opportunities Library ...
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Full Text Available ... Research Trials and You Talking to Your Doctor Science Education Resources Community Resources Clear Health A–Z ... Matters NIH Record Research & Training Medical Research Initiatives Science Highlights Science Education Research in NIH Labs & Clinics ...
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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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Talk in Primary Science: A Method to Promote Productive and Contextualised Group Discourse
Braund, Martin
2009-01-01
Modelled Discussions About Science (MoDAS), where adults talk together about scientific ideas, procedures and applications, were devised to model and improve the quality of pupils' discussions. Two examples from one of the project schools are examined to see if these aims were fulfilled and to comment on examples of cognitive and social aspects of…
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Scientists' views of the philosophy of science
Riesch, H.
2008-01-01
Many studies in public understanding of science emphasise that learning how to do science also involves learning about the philosophical issues surrounding the nature of science. This thesis aims to find out how scientists themselves talk and write about these philosophical topics, and how these topics get used in scientific thought. It contrasts scientists' opinions on these issues with how they are portrayed in popular science, and also contrasts them with how philosophers themselves have j...
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Supalo, Cary Alan
2010-11-01
Students with blindness and low vision (BLV) have traditionally been underrepresented in the sciences as a result of technological and attitudinal barriers to equal access in science laboratory classrooms. The Independent Laboratory Access for the Blind (ILAB) project developed and evaluated a suite of talking and audible hardware/software tools to empower students with BLV to have multisensory, hands-on laboratory learning experiences. This dissertation focuses on the first year of ILAB tool testing in mainstream science laboratory classrooms, and comprises a detailed multi-case study of four students with BLV who were enrolled in high school science classes during 2007--08 alongside sighted students. Participants attended different schools; curricula included chemistry, AP chemistry, and AP physics. The ILAB tools were designed to provide multisensory means for students with BLV to make observations and collect data during standard laboratory lessons on an equivalent basis with their sighted peers. Various qualitative and quantitative data collection instruments were used to determine whether the hands-on experiences facilitated by the ILAB tools had led to increased involvement in laboratory-goal-directed actions, greater peer acceptance in the students' lab groups, improved attitudes toward science, and increased interest in science. Premier among the ILAB tools was the JAWS/Logger Pro software interface, which made audible all information gathered through standard Vernier laboratory probes and visually displayed through Logger Pro. ILAB tools also included a talking balance, a submersible audible light sensor, a scientific talking stopwatch, and a variety of other high-tech and low-tech devices and techniques. While results were mixed, all four participating BLV students seemed to have experienced at least some benefit, with the effect being stronger for some than for others. Not all of the data collection instruments were found to reveal improvements for all
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Teen Ambassador Leadership Kit (TALK
Directory of Open Access Journals (Sweden)
Donna R. Gillespie
2012-12-01
Full Text Available Teen Ambassador Leadership Kit, (TALK, is an annual weekend retreat designed for teens interested in promoting and marketing 4-H in their communities. TALK organizers felt teens would benefit from an intensive weekend retreat focused on communication. TALK produces a network of educated and excited 4-H teens that are available to help with 4-H promotion and marketing. Participants arrive on Friday evening for team building activities, on Saturday they participate in one of the workshops offered and on Sunday morning each workshop group has the opportunity to share their completed projects and what they learned. At the conclusion of the retreat, teens are designated "County 4-H Ambassadors" and certificates of completion, professional business cards and polo shirts are presented. The TALK teen participants return home to share what they learned with their local county 4-H staff and help promote and market 4-H in their communities.
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Touch the Page and Mimic Me: Evaluation of a Talking-Pen Learning Tool
Odakura, Abigail
2013-01-01
The purpose of this paper is to evaluate the talking-pen device called the Mimic Me, an educational technology product of a large English conversation school in Japan, as an educational learning tool. The product will be reviewed in terms of its developmental appropriateness for the target audience based on current research. Although the Mimic Me…
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Investigating Elementary Teachers' Thinking About and Learning to Notice Students' Science Ideas
Luna, Melissa Jo
Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students' ideas so that those ideas become the basis for learning. Yet while science education reform requires teachers to pay close attention to their students' ideas, we know little about what teachers think this means in practice. To examine this issue, my dissertation research is two-fold. First, I examine teacher thinking by investigating how teachers understand what it means to pay attention to students' science ideas. Specifically, using new digital technology, three participating teachers captured moments of student thinking in the midst of instruction. Analysis of these moments reveals that teachers capture many different kinds of moments containing students' ideas and think about students' science ideas in different ways at different times. In particular, these three teachers most often think about students' ideas as being (a) from authority, (b) from experience, and (c) under construction. Second, I examine teacher learning through the development of an innovative science teaching video club model. The model differs from previous research on video clubs in several key ways in an attempt to focus teachers on student thinking in a sustained way. I investigate the ways in which this model was effective for engaging teachers in noticing and making sense of their students' science ideas during one implementation. Results indicate that teachers talked about student thinking early, often, and in meaningful ways. Science education leaders have recognized the potential of science teaching video clubs as a form of professional development, and the model presented in this work promotes the conditions for successful teacher learning. This
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Met The Press: What It's LIke to Talk to Reporters about Physics
Thompson, Rebecca
2013-03-01
Someone from the Huffington Post just called you because they are doing a story about science and you are a physicist. The problem is that they need you to take time away from your grapheme experiments to talk about the physics of exploding anvils. It's been a long time since you've shot an anvil in the air so you think you might not be right for this. But, as long as you understand general physics and can explain things well, you can be a real asset. This talk will recount first-hand experiences talking to a range of news outlets from the PBS New Hour to Real Simple Magazine about everything from quick-freezing water to pumpkin boats. It will include helpful information about preparing for an interview, learning new physics fast, timelines and follow-up.
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Full Text Available ... Impact of NIH Research Science, Health, and Public Trust You are here Home » Institutes at NIH » NIH ... Your Doctor Plain Language Science, Health, and Public Trust Talking to Your Doctor Part I: Preparing for ...
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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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Encountering Science Education's Capacity to Affect and Be Affected
Alsop, Steve
2016-01-01
What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science…
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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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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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The Nature of Parent-Child Talk during the Sharing of Science Trade Books at Home
Groothuis, Becky Anne
2015-01-01
This study examined the interactions between parents and their typically developing fourth grade children as they shared science trade books together at home. The aim of this research was to understand how parents and children make meaning together in this context and how parent-child talk related to children's developing scientific views. Four…
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Scientists popularizing science: characteristics and impact of TED talk presenters.
Directory of Open Access Journals (Sweden)
Cassidy R Sugimoto
Full Text Available The TED (Technology, Entertainment, Design conference and associated website of recorded conference presentations (TED Talks is a highly successful disseminator of science-related videos, claiming over a billion online views. Although hundreds of scientists have presented at TED, little information is available regarding the presenters, their academic credentials, and the impact of TED Talks on the general population. This article uses bibliometric and webometric techniques to gather data on the characteristics of TED presenters and videos and analyze the relationship between these characteristics and the subsequent impact of the videos. The results show that the presenters were predominately male and non-academics. Male-authored videos were more popular and more liked when viewed on YouTube. Videos by academic presenters were more commented on than videos by others and were more liked on YouTube, although there was little difference in how frequently they were viewed. The majority of academic presenters were senior faculty, males, from United States-based institutions, were visible online, and were cited more frequently than average for their field. However, giving a TED presentation appeared to have no impact on the number of citations subsequently received by an academic, suggesting that although TED popularizes research, it may not promote the work of scientists within the academic community.
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Scientists popularizing science: characteristics and impact of TED talk presenters.
Sugimoto, Cassidy R; Thelwall, Mike; Larivière, Vincent; Tsou, Andrew; Mongeon, Philippe; Macaluso, Benoit
2013-01-01
The TED (Technology, Entertainment, Design) conference and associated website of recorded conference presentations (TED Talks) is a highly successful disseminator of science-related videos, claiming over a billion online views. Although hundreds of scientists have presented at TED, little information is available regarding the presenters, their academic credentials, and the impact of TED Talks on the general population. This article uses bibliometric and webometric techniques to gather data on the characteristics of TED presenters and videos and analyze the relationship between these characteristics and the subsequent impact of the videos. The results show that the presenters were predominately male and non-academics. Male-authored videos were more popular and more liked when viewed on YouTube. Videos by academic presenters were more commented on than videos by others and were more liked on YouTube, although there was little difference in how frequently they were viewed. The majority of academic presenters were senior faculty, males, from United States-based institutions, were visible online, and were cited more frequently than average for their field. However, giving a TED presentation appeared to have no impact on the number of citations subsequently received by an academic, suggesting that although TED popularizes research, it may not promote the work of scientists within the academic community.
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Scientists Popularizing Science: Characteristics and Impact of TED Talk Presenters
Sugimoto, Cassidy R.; Thelwall, Mike; Larivière, Vincent; Tsou, Andrew; Mongeon, Philippe; Macaluso, Benoit
2013-01-01
The TED (Technology, Entertainment, Design) conference and associated website of recorded conference presentations (TED Talks) is a highly successful disseminator of science-related videos, claiming over a billion online views. Although hundreds of scientists have presented at TED, little information is available regarding the presenters, their academic credentials, and the impact of TED Talks on the general population. This article uses bibliometric and webometric techniques to gather data on the characteristics of TED presenters and videos and analyze the relationship between these characteristics and the subsequent impact of the videos. The results show that the presenters were predominately male and non-academics. Male-authored videos were more popular and more liked when viewed on YouTube. Videos by academic presenters were more commented on than videos by others and were more liked on YouTube, although there was little difference in how frequently they were viewed. The majority of academic presenters were senior faculty, males, from United States-based institutions, were visible online, and were cited more frequently than average for their field. However, giving a TED presentation appeared to have no impact on the number of citations subsequently received by an academic, suggesting that although TED popularizes research, it may not promote the work of scientists within the academic community. PMID:23638069
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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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DEFF Research Database (Denmark)
This edited volume brings together scholars from psychology, linguistics, sociology and communication science to investigate how performative notions of gender and sexuality can be fruitfully explored with the rich set of tools that have been developed by conversation analysis and discursive...... psychology for analysing everyday practical language use, agency and identity in talk. Contributors re-examine the foundations of earlier research on gender in spoken interaction, critically appraise this research to see if and how it 'translates' successfully into the study of sexuality in talk, and promote...... innovative alternatives that integrate the insights of recent feminist and queer theory with qualitative studies of talk and conversation. Detailed empirical analyses of naturally occurring talk are used to uncover how gender and sexual identities, agencies and desires are contingently accomplished...
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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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Harlow, Danielle B.; Swanson, Lauren H.; Dwyer, Hilary A.; Bianchini, Julie A.
2010-10-01
We report on an adapted version of the Physics and Everyday Thinking (PET) curriculum. A unique aspect of PET is its inclusion of special activities that focus on Learning about Learning (LAL) in which undergraduates analyze videos of children talking about science and explicitly consider the nature of science. To create a course that intentionally linked science content, children's ideas, and strategies for science instruction, we augmented the existing LAL activities with discussions about teaching, and added activities focused on LAL from companion curricula such as Physical Science and Everyday Thinking (PSET) and Learning Physical Science (LEPS). To compensate for the additional time on LAL, we reduced the content activities to only those that directly supported LAL activities. We found that students made significant gains on the CLASS and expressed beliefs about teaching consistent with the PET pedagogy.
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Seah, Lay Hoon; Yore, Larry D.
2017-01-01
This study of three science teachers' lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these teachers' four culturally and linguistically diverse Grade 4 classes (10 years old) with English as the language of instruction constitute the data for this investigation. Analysis of these transcripts focused on teachers' talk that made explicit reference to the form or function of the language of science and led to the inductive development of the 'Attending to Language Demands in Science' analytical framework. This framework in turn revealed that the major foregrounding purposes of teachers' talk include labelling, explaining, differentiating, selecting and constructing. Further classification of the instances within these categories revealed the extensive and contextualised nature of the language demands. The results challenge the conventional assumption that basic literacy skills dominate over disciplinary literacy skills in primary school science. Potential uses of the analytical framework that could further expand our understanding of the forms, functions and demands of language used in elementary school science are also discussed.
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Extreme Science (LBNL Science at the Theater)
Energy Technology Data Exchange (ETDEWEB)
Ajo-Franklin, Caroline; Klein, Spencer; Minor, Andrew; Torok, Tamas
2012-02-27
On Feb. 27, 2012 at the Berkeley Repertory Theatre, four Berkeley Lab scientists presented talks related to extreme science - and what it means to you. Topics include: Neutrino hunting in Antarctica. Learn why Spencer Klein goes to the ends of the Earth to search for these ghostly particles. From Chernobyl to Central Asia, Tamas Torok travels the globe to study microbial diversity in extreme environments. Andrew Minor uses the world's most advanced electron microscopes to explore materials at ultrahigh stresses and in harsh environments. And microbes that talk to computers? Caroline Ajo-Franklin is pioneering cellular-electrical connections that could help transform sunlight into fuel.
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Strand, Kari; Carlsen, Liv B; Tveit, Bodil
2017-07-01
To evaluate the impact of a partnership learning programme designed to support undergraduate nursing students' competence in speaking with patients about spiritual issues. Spiritual care is an oft-neglected and underexposed area of nursing practice. Despite the increasing amount of research on spiritual care in educational programmes, little is known about nursing students' experiences with existential/spiritual talks and the process of learning about spiritual care in the clinical placement. The project used a qualitative evaluation design to evaluate the impact of a partnership-initiated intervention focusing on student learning of spiritual care in a hospital ward. Data were collected through three focus group interviews with bachelor of nursing students from one Norwegian university college and supplemented with notes. Data were analysed by means of qualitative interpretative content analysis. The intervention was found to enhance students' competence in spiritual talks. The students developed an extended understanding of spirituality, became more confident in speaking with patients about spiritual issues and more active in grasping opportunities to provide spiritual care. Participating nurses significantly contributed to the students' learning process by being role models, mentoring the students and challenging them to overcome barriers in speaking with patients about spiritual issues. The partnership learning programme proved to be a useful model in terms of enhancing students' confidence in speaking with patients about spiritual concerns. Collaboration between nursing university colleges and clinical placements could help nursing students and clinical nurses to develop competencies in spiritual care and bridge the gap between academic education and clinical education, to the benefit of both. © 2016 John Wiley & Sons Ltd.
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Marcum-Dietrich, Nanette
2010-01-01
In the scientific community, the symposium is one formal structure of conversation. Scientists routinely hold symposiums to gather and talk about a common topic. To model this method of communication in the classroom, the author designed an activity in which students conduct their own science symposiums. This article presents the science symposium…
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Combining Chalk Talk with PowerPoint to Increase In-class Student Engagement
Directory of Open Access Journals (Sweden)
Swati Betharia
2016-11-01
Full Text Available In striving to attain a higher degree of in-class student engagement, and target a larger number of preferred student-learning styles, this case study describes a multimodal teaching approach. PowerPoint slides have gradually gained popularity over the more traditional chalk and talk lecture design. The student population in today’s age seeks more non-passive modes of information delivery. Numerous novel approaches to enhance active learning, such as flipped classroom and problem-based learning, have recently been explored. While working well for therapeutic and lab-based courses, these formats may not be best-suited for all basic science topics. The importance of basic science in a pharmacy curriculum is well emphasized in the 2016 ACPE Standards. To actively involve students in a pharmacology lecture on diuretics, a session was designed to combine the PowerPoint and chalk talk approaches. Students created 10 concept diagrams following an instructor, who explained each step in the process using a document camera. For visual learners, these diagrams provided a layered representation of the information, gradually increasing in complexity. For learners with a preference for the reading learning style, the information was also available in corresponding PowerPoint slides. Scores from pre- and post-session quizzes indicated a high level of concept understanding and recall (median 1 [IQR 0 – 2] vs 4 [IQR 3 – 5]; p<0.001. The student perception survey data reported higher in-class attention levels (76%, an appreciation for the utility of self-created concept diagrams (88%, and a call for additional sessions being presented in this format (73%. Targeting a variety of student learning styles by using the active development of concept diagrams, in addition to traditional PowerPoint slides, can promote student engagement and enhance content understanding. Type: Case Study
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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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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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Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G.
2014-12-01
Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in The museum experience. Whalesback, Washington, 1992; Learning from museums: visitor experiences and the making of meaning. Altamira Press, New York, 2000) and recommended in the reform documents (see Cox-Peterson et al. in Journal of Research in Science Teaching 40:200-218, 2003). In order to move beyond only preparing science teachers for field trips, while necessary, it is also important to understand the role exhibits play in influencing teachers' content-related social interactions while engaged in ISI professional development. This study looked at a life science course that was offered at and taught by education staff of a large science and technology museum located in the Midwest, USA. The course was offered to three sections of teachers throughout the school year and met six times for a full day. The courses met approximately once a month from September through the beginning of June and provided 42 contact hours overall. Elementary and middle school teachers ( n = 94) were audio- and videotaped while participating in the content courses and interacting with the museum's exhibits. When considering the two factors within the sociocultural context of CML: within-group sociocultural mediation and facilitated mediation by others, the use of exhibits during both courses generally did not fully take into account these elements. In this study, it seemed that teachers' talk always had a purpose but it is argued that it did not always have a direction or connection to the desired content or exhibit. When freely exploring the museum, teachers often purely reacted to the display itself or the novelty of it. However, when PD staff made explicit connections between exhibits, content, and activities, participants were
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Resonance – Journal of Science Education | Indian Academy of ...
Indian Academy of Sciences (India)
Home; Journals; Resonance – Journal of Science Education. Kapil Hari Paranjape. Articles written in Resonance – Journal of Science Education. Volume 19 Issue 9 September 2014 pp 862-865 Classics. On Learning from Arnold's Talk on the Teaching of Mathematics · Kapil Hari Paranjape · More Details Fulltext PDF ...
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Talking about Talk: Reviewing Oracy in English Primary Education
Jones, Deborah
2017-01-01
This paper provides a review of oracy in primary education (5-11) in England. It discusses the nature of talk, acknowledging it as integral to the learning and teaching process and traces the history and development of the place of oracy within the curriculum. The article provides a critique of related policy initiatives including various…
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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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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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Gravity Spy - Integrating LIGO detector characterization, citizen science, and machine learning
Zevin, Michael; Gravity Spy
2016-06-01
On September 14th 2015, the Advanced Laser Interferometer Gravitational-wave Observatory (aLIGO) made the first direct observation of gravitational waves and opened a new field of observational astronomy. However, being the most complicated and sensitve experiment ever undertaken in gravitational physics, aLIGO is susceptible to various sources of environmental and instrumental noise that hinder the search for more gravitational waves.Of particular concern are transient, non-Gaussian noise features known as glitches. Glitches can mimic true astrophysical gravitational waves, occur at a high enough frequency to be coherent between the two detectors, and generally worsen aLIGO's detection capabilities. The proper classification and charaterization of glitches is paramount in optimizing aLIGO's ability to detect gravitational waves. However, teaching computers to identify and morphologically classify these artifacts is exceedingly difficult.Human intuition has proven to be a useful tool in classifcation probelms such as this. Gravity Spy is an innovative, interdisciplinary project hosted by Zooniverse that combines aLIGO detector characterization, citizen science, machine learning, and social science. In this project, citizen scientists and computers will work together in a sybiotic relationship that leverages human pattern recognition and the ability of machine learning to process large amounts of data systematically: volunteers classify triggers from the aLIGO data steam that are constantly updated as aLIGO takes in new data, and these classifications are used to train machine learning algorithms which proceed to classify the bulk of aLIGO data and feed questionable glithces back to the users.In this talk, I will discuss the workflow and initial results of the Gravity Spy project with regard to aLIGO's future observing runs and highlight the potential of such citizen science projects in promoting nascent fields such as gravitational wave astrophysics.
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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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Suarez, Enrique A.
contributions to how science educators understand how elementary-aged emerging bilingual students learning science. First, I offer a detailed account of how emerging bilingual students engaged in epistemic practices to problematize electrical phenomena. Secondly, I argue learning environments need to create opportunities for emerging bilingual students to engage in productive epistemic work through leveraging multiple kinds of resources from their semiotic repertoires. Finally, this dissertation contributes to our understanding of how emerging bilingual students engage in translanguaging practices as they investigate and talk about the natural world.
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Science education and literacy: imperatives for the developed and developing world.
Webb, Paul
2010-04-23
This article explores current language-based research aimed at promoting scientific literacy and examines issues of language use in schools, particularly where science teaching and learning take place in teachers' and learners' second language. Literature supporting the premise that promoting reading, writing, and talking while "doing science" plays a vital role in effective teaching and learning of the subject is highlighted. A wide range of studies suggest that, whether in homogenous or language-diverse settings, science educators can make a significant contribution to both understanding science and promoting literacy.
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Learning science in a cooperative setting: Academic achievement and affective outcomes
Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh
provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949).Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress.As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of
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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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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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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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Let's Talk About Water: Film as a Resource to Engage Audiences Around Earth Science Issues
Clark, E.; Hooper, R. P.; Lilienfeld, L.
2017-12-01
Connecting a diverse audience to science can be challenging. Scientists generally publish their findings in ways that are not easily accessible to audiences outside of the science community and translating findings for wider consumption requires a mindful balance of generalization and accuracy. In response to these communication challenges, the Consortium of Universities for the Advancement of Hydrologic Science, Inc. (CUAHSI) developed the Let's Talk About Water (LTAW) program as a formula for hosting successful events for Earth Science education. The program uses film as a bridge to open a discussion between scientists and the audience. In this setting, films are powerful educational tools because they use storytelling to engage audiences emotionally, which creates relatable, teachable moments. Originally designed to bring awareness to water issues, the formula can easily be applied to increase literacy on climate change and other critical Earth Science issues facing society. This presentation will discuss the LTAW event formula and the resources that CUAHSI has available to support event organizers in the development of their own LTAW events.
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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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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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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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Silencing of voices in a Swedish science classroom
Ramos de Robles, S. Lizette
2018-03-01
From a sociocultural perspective, I discuss data from a Swedish science classroom presented in María Gómez's article "Student Explanations of their Science Teachers' Assessments, Grading Practices, and How they learn Science". In this discussion, I focus on the need to change existing conceptions of assessment in the teaching and learning of science. Next, I talk about the importance of taking into consideration the dialectic between agency and passivity as filters in order to understand what student silence may signify in science classes as well as in relation to their perceptions of assessment. I conclude with the importance of the teacher's role in developing formative assessment, along with the challenges in developing assessments which transform science education into a relevant field of knowledge for both students and society at large.
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Roth, Wolff-Michael
2013-01-01
In much of science education research, the content of talk tends to be attributed to the persons who produce the sound-words in a speech situation. A radically different, sociological perspective on language-in-use grounded in Marxism derives from the work of L. S. Vygotsky and the members of the circle around M. M. Bakhtin. Accordingly, each word…
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DeFrancis, G.; Haynes, R.; Schroer, K.
2017-12-01
The Montshire Museum of Science, a regional science center serving families, teachers, and students in rural Vermont and New Hampshire, has been actively engaged in in climate literacy initiatives for over 10 years. The Museum's visitor evaluation data shows that before audiences can be engaged in conversations around climate change, they need to be introduced to the underlying earth processes that drive climate, and to the nature of how climate science is done. Through this work, the Museum has developed a suite of climate science programs that can be incorporated in informal science programming at museums, science centers, and libraries, and in the formal K-8 classroom environment. Front-end and formative evaluation data was used in the program design, and summative evaluation showed an increase in concept understanding in the topic presented. Family science and student workshops developed focused on Albedo and the Earth's energy budget, properties and characteristics of sea ice, sediment cores and ice cores to study changes in the climate over time, and the geography of the polar regions. We found that successful climate literacy learning experiences require meaningful hands-on, inquiry-based activities focused on a single earth process, and leads to an increase in science talk and conversation about climate change between the program instructor and audience members as learners begin to understand how these processes interact in the Earth's climate system.
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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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Jingree, Treena; Finlay, W M L
2012-03-01
Over the last decade the UK Government has made proposals to empower individuals with learning disabilities. Strategies have been implemented to reduce institutionalisation and social segregation. Consequently, some learning disability services are being phased out and the focus of care has moved away from institutions and into the community and family domain. Focusing on discourse as a site for social action and identity construction, we used critical discursive psychology to examine focus group discussions between family carers about facilitating the independence of adult family members with learning disabilities. Unlike official UK Government and learning disability services' constructions of empowerment policy, we found that parents invoked empowerment talk: (1) as a resource to construct the facilitation of independence as an abstract, irresponsible, politically correct professional trend; (2) dilemmatically with meritocratic or practical arguments to undermine notions of facilitating choices; and (3) as a resource to construct new service developments as contrary to the preferences of people with learning disabilities. Parents also described individuals with learning disabilities as unable to cope, and drew stark contrasts between their practice and those of service-professionals when expressing concerns about empowerment. We discuss possible implications of such discourses and contrasts on opportunities for empowering individuals with learning disabilities. © 2011 The Authors. Sociology of Health & Illness © 2011 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.
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Resonance – Journal of Science Education | Indian Academy of ...
Indian Academy of Sciences (India)
Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 9. On Learning from Arnold's Talk on the Teaching of Mathematics. Kapil Hari Paranjape. Classics Volume 19 Issue 9 September 2014 pp 862-865. Fulltext. Click here to view fulltext PDF. Permanent link:
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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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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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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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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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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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Identifying and Supporting Productive Collaborative Teacher Talk
Flarend, Alice M.
As improvements and changes in science education are promulgated, science teachers must be educated about these changes. Professional development programs are central to promoting teacher learning. Although the field seems to have agreed upon large-scalepedagogical features of high quality professional development with an emphasis on building a collaborative community of learners, effective implementation of these features is still problematic. The connections between these collaborative features and actual teacher work during the professional development remain unclear. This qualitative discourse study investigated how teachers engaged in small group discussions use discourse to collaborate during a weeklong professional development program that employed these useful pedagogical features. Small group discussions among the forty-two participants, diverse in their demographics and teaching experiences, were video and audio recorded. A collaborative discourse framework is developed and applied to the discussions, successfully categorizing episodes of discourse according to their productive potential for learning. The structure of the PD activities is then investigated to determine characteristics encouraging to these productive learning conversations. The analysis in this study indicated requiring groups to come to a consensus helps groups dig deeper into the content, promoting a more productive negotiation of concepts. Building consensus around an artifact such as a graph strengthened the need for consensus and thereby strengthened the opportunities for productive conversation. In addition, professional development activities that target building and using specific language were also opportunities for productive learning talk, providing opportunities to negotiate the deep meaning of words and concepts rather then leaving them unexamined. When viewed through the lens of Wenger's Community of Practice (1998) these findings are ways of strengthening the community
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Seah, Lay Hoon; Yore, Larry D.
2017-01-01
This study of three science teachers' lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these…
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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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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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Science learning and teaching in a Creole-speaking environment
Lodge, Wilton
2017-09-01
The focus of this response to Charity Hudley and Christine Mallinson's article, `"Its worth our time": A model of culturally and linguistically responsive professional development for K-12 STEM educators', is to underpin a pedagogy that encourages and provides opportunities for the use of non-standard language in the description and practice of science. I discuss this within the context of Jamaica and provide an alternative way of science teaching, one which promotes Jamaican Creole as a mode of instruction for classroom talk and printed material.
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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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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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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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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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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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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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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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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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The Contributing Student: A Pedagogy for Flexible Learning
Collis, Betty; Moonen, J.C.M.M.
2002-01-01
At the Faculty of Educational Science and Technology in The Netherlands, we do not talk about distance education but rather 'flexible learning,' where distance is only one of the dimensions for which students have different options. In this article we briefly describe our approach to flexible
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Yanuarta, Lidya; Gofur, Abdul; Indriwati, Sri Endah
2016-01-01
Critical thinking is a complex reflection process that helps individuals become more analytical in their thinking. Empower critical thinking in students need to be done so that students can resolve the problems that exist in their life and are able to apply alternative solutions to problems in a different situations. Therefore, Think Talk Write (TTW) combined Problem Based Learning (PBL) were needed to empowered the critical thinking skills so that students were able to face the challenges of...
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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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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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Shah, Ashima Mathur
University methods courses are often criticized for telling pre-service teachers, or interns, about the theories behind teaching instead of preparing them to actually enact teaching. Shifting teacher education to be more "practice-oriented," or to focus more explicitly on the work of teaching, is a current trend for re-designing the way we prepare teachers. This dissertation addresses the current need for research that unpacks the shift to more practice-oriented approaches by studying the content and pedagogical approaches in a practice-oriented, masters-level elementary science methods course (n=42 interns). The course focused on preparing interns to guide science classroom discussions. Qualitative data, such as video records of course activities and interns' written reflections, were collected across eight course sessions. Codes were applied at the sentence and paragraph level and then grouped into themes. Five content themes were identified: foregrounding student ideas and questions, steering discussion toward intended learning goals, supporting students to do the cognitive work, enacting teacher role of facilitator, and creating a classroom culture for science discussions. Three pedagogical approach themes were identified. First, the teacher educators created images of science discussions by modeling and showing videos of this practice. They also provided focused teaching experiences by helping interns practice the interactive aspects of teaching both in the methods classroom and with smaller groups of elementary students in schools. Finally, they structured the planning and debriefing phases of teaching so interns could learn from their teaching experiences and prepare well for future experiences. The findings were analyzed through the lens of Grossman and colleagues' framework for teaching practice (2009) to reveal how the pedagogical approaches decomposed, represented, and approximated practice throughout course activities. Also, the teacher educators
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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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Biswas, Rupak
2018-01-01
Quantum computing promises an unprecedented ability to solve intractable problems by harnessing quantum mechanical effects such as tunneling, superposition, and entanglement. The Quantum Artificial Intelligence Laboratory (QuAIL) at NASA Ames Research Center is the space agency's primary facility for conducting research and development in quantum information sciences. QuAIL conducts fundamental research in quantum physics but also explores how best to exploit and apply this disruptive technology to enable NASA missions in aeronautics, Earth and space sciences, and space exploration. At the same time, machine learning has become a major focus in computer science and captured the imagination of the public as a panacea to myriad big data problems. In this talk, we will discuss how classical machine learning can take advantage of quantum computing to significantly improve its effectiveness. Although we illustrate this concept on a quantum annealer, other quantum platforms could be used as well. If explored fully and implemented efficiently, quantum machine learning could greatly accelerate a wide range of tasks leading to new technologies and discoveries that will significantly change the way we solve real-world problems.
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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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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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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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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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Bunning, Karen; Alder, Ruth; Proudman, Lydia; Wyborn, Harriet
2017-01-01
Background: Capturing the views of people with learning disabilities is not straightforward. Talking Mats® has been used successfully to solicit the views of such individuals. The aim was to co-produce an interview schedule using Talking Mats® on the subject of television-viewing habits and preferences of adults and young people with learning…
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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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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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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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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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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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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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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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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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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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Reasoning Words as Linguistic Features of Exploratory Talk: Classroom Use and What It Can Tell Us
Boyd, Maureen; Kong, Yiren
2017-01-01
Reasoning words are linguistic features associated with classroom exploratory talk as students talk-to-learn, explore ideas, and probe each other's thinking. This study extends established research on use of reasoning words to a fourth- to fifth-grade literature-based English language learning context. We examined frequency and patterning of…
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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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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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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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Physics Education: Desired outcomes, minds, and learning systems
van Heuvelen, Alan
2000-11-01
Recent studies and surveys indicate that the workplace is looking for different outcomes than are emphasized in traditional physics instruction. Cognitive science has learned much about the operation of our minds. Physicists have now systematically studied student learning in physics for about 30 years. What has been learned from these different studies that can help us achieve the desired outcomes in our large (and small) introductory physics courses? The talk will focus on these three ideas: the desired outcomes, student minds (very brief), and pedagogical strategies and activities that help achieve these outcomes.
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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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Directory of Open Access Journals (Sweden)
Catherine Defeyt
2010-11-01
Full Text Available La conservation des matériaux modernes et les difficultés qui la caractérisent étaient l’objet du colloque international Future Talks, organisé par Die Neue Sammlung, The International Design Museum, les 22 et 23 octobre 2009 à Munich. Conservateurs-restaurateurs spécialisés, représentants des institutions muséales les plus prestigieuses d’Europe et d’outre-Atlantique ainsi que chercheurs en sciences appliquées y ont présenté leurs travaux et recherches. En matière de design, d’art moderne e...
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Observing, recording, and reviewing: Using mobile phones in support of science inquiry
DEFF Research Database (Denmark)
Khoo, Elaine; Williams, John; Otrel-Cass, Kathrin
2012-01-01
Teaching science can be challenging, particularly if it involves the incorporation of inquiry approaches. Collaboration and co-construction of ideas and understandings requires changing teaching and learning practices to allow students to learn how to collaborate ‘inquiry style’. There is increas......Teaching science can be challenging, particularly if it involves the incorporation of inquiry approaches. Collaboration and co-construction of ideas and understandings requires changing teaching and learning practices to allow students to learn how to collaborate ‘inquiry style...... will be presented. The findings illustrate how student use of mobile phones to video record practical group investigations was valuable in providing multimodal opportunities to expand their critical observational skills to reflect on and talk about science. Student reviewed recordings prompted the pursuit of new......’. There is increasing evidence that the use of mobile learning devices can support inquiry learning by increasing the opportunities for student participation and collaboration in the learning process. This paper reports on the preliminary findings from a New Zealand Teaching and Learning Initiative funded project...
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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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What People Talk About in Virtual Worlds
Maher, Mary Lou
This chapter examines what people talk about in virtual worlds, employing protocol analysis. Each of two scenario studies was developed to assess the impact of virtual worlds as a collaborative environment for a specific purpose: one for learning and one for designing. The first designed a place in Active Worlds for a course on Web Site Design, having group learning spaces surrounded by individual student galleries. Student text chat was analyzed through a coding scheme with four major categories: control, technology, learning, and place. The second studied expert architects in a Second Life environment called DesignWorld that combined 3D modeling and sketching tools. Video and audio recordings were coded in terms of four categories of communication content (designing, representation of the model, awareness of each other, and software features), and in terms of synthesis comparing alternative designs versus analysis of how well the proposed solution satisfies the given design task. Both studies found that people talk about their avatars, identity, and location in the virtual world. However, the discussion is chiefly about the task and not about the virtual world, implying that virtual worlds provide a viable environment for learning and designing that does not distract people from their task.
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What is the right way to talk about extreme events?
Sobel, A. H.
2013-12-01
Extreme weather events draw the attention of the public. By demonstrating the vulnerability of human society to climate, extreme events can cause nonscientists -government leaders as well as the broader population - to take the danger posed by anthropogenic global warming more seriously than they otherwise might. An extreme event that draws media attention can become a 'teachable moment'. But extreme events are difficult to talk about in a way that honors both the strengths and weaknesses of the underlying science. No single event can be attributed to climate change, and some types of events are not even clearly influenced by it (or not in any ways our science can yet demonstrate). Strong, media-friendly statements that closely connect specific events to climate - designed to make best use of the moment's teachability - can easily overstate the case. This will raise the hackles of one's colleagues, at a minimum, and at worst, may damage the credibility of the field more broadly. Yet talking too much about the uncertainties runs the risk of understating the basic truth that global warming is real and dangerous, and may lend inadvertent support to anti-scientific denialism. I will discuss this tension in the context of my own experiences in the media after 'Superstorm' Sandy. I will address arguments I have heard, from social scientists and media consultants, to the effect that climate scientists should adopt communications strategies that lead to stronger, more media-friendly statements, and learn to suppress the tendency, bred into us during our scientific training, to emphasize the uncertainties.
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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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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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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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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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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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Talking with Young Children: How Teachers Encourage Learning
Test, Joan E.; Cunningham, Denise D.; Lee, Amanda C.
2010-01-01
In general, talking with young children encourages development in many areas: (1) spoken language; (2) early literacy; (3) cognitive development; (4) social skills; and (5) emotional maturity. Speaking with children in increasingly complex and responsive ways does this even better. This article explores research findings about the effects of…
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Don't Talk, Teach: Breaking Bad Rehearsal Habits.
Kruth, Edwin C.
1984-01-01
Tips to help conductors improve school music rehearsals are provided. For example, students should learn that the minute the conductor steps on the podium, they should stop playing and talking and direct their attention to the podium. (RM)
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The many roles of "explanation" in science education: a case study
Rocksén, Miranda
2016-12-01
In this paper the role of explanations is discussed in relation to possible consequences originating in the polysemy of the word explanation. The present study is a response to conceptual confusions that have arisen in the intersection between theory and practice, and between science education literature and communication in authentic science classroom settings. Science classroom communication is examined in terms of one teacher's word use during eleven lessons about evolution. The study contributes empirical examples of how disciplinary norms of valid explanations are manifested in science classroom communication. A dialogical analysis shows how the teacher provides three conversational structures: asking for acts of explanation, providing opportunities to talk about what explanations are in this context and providing opportunities to talk about explanations constructed by students. These three structures facilitate the process of learning how to evaluate and justify explanations. Three potential meanings of the word "explanation" are pointed to: an everyday meaning, a pedagogical-professional meaning and a scientific meaning of the word. It is suggested that the co-existence of these three potential meanings has communicative consequences in science education.
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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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Patient Safety and Organizational Learning
DEFF Research Database (Denmark)
Zinck Pedersen, Kirstine
pragmatism, situated learning theory and science and technology studies, the paper contrasts the notion of ‘systemic’ learning expressed by the safety policy program with notions of learning as a socio-materially situated practice. Based on fieldwork conducted in 2010 in a Danish university hospital, I...... propose that learning, and more specifically learning from critical incidents, should be understood as a practical and experience-based activity as well as an equally individual and social achievement, which is always formed in relation to the specificities of the concrete situation. Parting from......The key trope of patient safety policy is learning. With the motto of going from ‘a culture of blame to a learning culture’, the safety program introduces a ‘systemic perspective’ to facilitate openness and willingness to talk about failures, hereby making failures into a system property. Within...
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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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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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Primary Science Interview: Science Sparks
Bianchi, Lynne
2016-01-01
In this "Primary Science" interview, Lynne Bianchi talks with Emma Vanstone about "Science Sparks," which is a website full of creative, fun, and exciting science activity ideas for children of primary-school age. "Science Sparks" started with the aim of inspiring more parents to do science at home with their…
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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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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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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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State-of-the-art Machine Learning in event reconstruction and object identification
Kagan, Michael; The ATLAS collaboration
2017-01-01
Recent advances in deep learning have seen great success in the realms of computer vision, natural language processing, and broadly in data science. However, these new ideas are only just beginning to be applied to the analysis of High Energy Physics data. In this talk, I will discuss developments in the application of computer vision and deep learning techniques for event reconstruction and particle identification for the LHC .
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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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Reasons Why Some Women Quit Science
Tabazadeh, A.
2002-12-01
Nearly half of all graduate students majoring in various disciplines of science today are women, yet men still predominate the faculty makeup at most universities and research institutions. This issue was discussed at length last year in the journal Science and also in the Chemical Engineering News (the ACS weekly publication magazine). The question is: why do so many women decide to major in science but not to pursue a career in science? Over the years I have seen highly capable women quit science for two main reasons. First, intimidation that can be very difficult to deal with when someone is just starting a career in science. Thus, I encourage young women to make a sincere effort to surround themselves with colleagues who are both knowledgeable and considerate. Keep in my mind that you have a choice to choose your future collaborators, so make some smart choices early on and throughout your career. Second, is the need to balance the demands of work with those of family life. Personally, I don't believe a tenure system is fair to young women who wish to have children during this appointment. The level of stress can be very high, which prevents women from applying to a position where they are given only a few short years to prove themselves. Also, try not to make a radical decision (i.e. quit science) if you are too stressed. Talk to more senior women in the field to learn how to better deal with your stress. After all a career in science has many ups and downs, and to survive, one needs to balance the good and bad days. In this talk I will address the questions outlined in the announcement as they relate to me. Overall, my advice to young women who are just starting their scientific careers is to celebrate your accomplishments and learn from your mistakes.
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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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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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Talk, Mobility and Materialities
DEFF Research Database (Denmark)
McIlvenny, Paul
The intersection of the quotidian practices of social interaction, learning and mobility outside of the classroom – for example, the ways in which talk shapes how children learn to be actively mobile – has been little studied until recently. This paper develops a social interactional approach......-country, both within the context of familial social interaction. Audiovisual data was collected with mobile video cameras from family bike rides in Denmark and family skiing in Finland, in which among other things a parent instructs and guides a child to bike or to ski. Using an EMCA approach, the analysis...... and limitations of a more reflexive, auto-ethnographic approach to collecting data derived from video recordings of activities in which, to different degrees, the researcher is an active subject....
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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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Families Talking about Ecology at Touch Tanks
Kopczak, Charles; Kisiel, James F.; Rowe, Shawn
2015-01-01
Research has demonstrated that conversations among museum, aquarium, and zoo visitors can be a clear indication of active learning, engagement, and participation in scientific reasoning. This descriptive study sought to determine the extent of talk about ecology-related topics exhibited by family groups visiting marine touch tanks at four Pacific…
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Nurhayati, D. M.; Herman, T.; Suhendra, S.
2017-09-01
This study aims to determine the difficulties of algebraic thinking ability of students in one of secondary school on quadrilateral subject and to describe Math-Talk Learning Community as the alternative way that can be done to overcome the difficulties of the students’ algebraic thinking ability. Research conducted by using quantitative approach with descriptive method. The population in this research was all students of that school and twenty three students as the sample that was chosen by purposive sampling technique. Data of algebraic thinking were collected through essay test. The results showed the percentage of achievement of students’ algebraic thinking’s indicators on three aspects: a) algebra as generalized arithmetic with the indicators (conceptually based computational strategies and estimation); b) algebra as the language of mathematics (meaning of variables, variable expressions and meaning of solution); c) algebra as a tool for functions and mathematical modelling (representing mathematical ideas using equations, tables, or words and generalizing patterns and rules in real-world contexts) is still low. It is predicted that because the secondary school students was not familiar with the abstract problem and they are still at a semi-concrete stage where the stage of cognitive development is between concrete and abstract. Based on the percentage achievement of each indicators, it can be concluded that the level of achievement of student’s mathematical communication using conventional learning is still low, so students’ algebraic thinking ability need to be improved.
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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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MODEL2TALK : An Intervention to Promote Productive Classroom Talk
van der Veen, Chiel; van der Wilt, Femke; van Kruistum, Claudia; van Oers, Bert; Michaels, Sarah
2017-01-01
This article describes the MODEL2TALK intervention, which aims to promote young children's oral communicative competence through productive classroom talk. Productive classroom talk provides children in early childhood education with many opportunities to talk and think together. Results from a
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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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Directory of Open Access Journals (Sweden)
Endar Subekti
2016-12-01
Full Text Available The objectives of this study are (1 to describe the effectiveness of think-talk-write teaching method toward learning achievement of mechanical machining lathe, (2 to describe the effectiveness of demonstration teaching method toward learning achievement of mechanical machining lathe, and (3 the teaching methods that are more effective between think-talk-write and demonstration among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta. Data collection techniques used observation and test. Hypothesis testing used descriptive analysis and t test that was started by using normality and homogeny test. This study shows that (1 think-talk-write teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 15.29. (2 Demonstration teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 13.13. (3 Based on the result of analysis, the score of tobs = 2.152 > ttable = 2.042 with the significant score 0.035 < 0.05, the mean score of learning achievement by using think-talk-write teaching method was 15.29, and the mean score of learning achievement by using demonstration teaching method was 13.13. Based on those mean scores, it could be concluded that the use of think-talk-write teaching method was higher that demonstration teaching method, it means that of think-talk-write teaching method was more effective that demonstration teaching method.
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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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From WHAT We Know to HOW We Know It: Students Talk about Climate Change
Holthuis, N.; Lotan, R.; Saltzman, J.; Mastrandrea, M. D.
2012-12-01
The climate change community has begun to look carefully at how the public understands, or fails to understand, climate change data and the scientific claims made based on these data. Researchers (Bowen et al, 2008) have found that a deficit model of knowledge doesn't fully explain why people continue to disagree about climate change or are unwilling to change their behaviors. "Deniers" do not become "acceptors" simply by filling up their cognitive data banks with more information. This suggests that teachers need to provide scaffolding that supports not only students' understanding of how climate systems work or the causes and effects of climate change but includes how we know what we know. That is, instruction shifts from an exclusive focus on content knowledge to one that aims to develop critical analytic skills and scientific habits of mind. For example, students need to not only understand the effects of human activity on climate change, but also learn to identify and analyze the evidence for anthropogenic climate change and how that evidence has built over time. They can then evaluate the evidence as well as whether the claims made are justified given the data. Climate literacy then includes content knowledge as well as understanding of the scientific practices that lead to building that knowledge. In this study, we report on the research and evaluation of the NASA-funded Stanford Global Climate Change: Professional Development for K-12 Teachers. We focus on data from the last year of a three-year project in which climate scientists and science educators collaborated to develop curriculum and provide professional development for secondary school teachers on the science and the pedagogy of global climate change. As teachers implemented the curriculum in their classrooms, we collected pre- and post-tests, classroom observations, video recordings, and post-implementation interviews with the teachers. Our analyses serve to document: 1) how students talk about HOW
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Lewis, E. S.; Gehrke, G. E.
2017-12-01
In a historical moment where the legitimacy of science is being questioned, it is essential to make science more accessible to the public. Active participation increases the legitimacy of projects within communities (Sidaway 2009). Creating collaborations in research strengthens not only the work by adding new dimensions, but also the social capital of communities through increased knowledge, connections, and decision making power. In this talk, Lewis will discuss how engagement at different stages of the scientific process is possible, and how researchers can actively develop opportunities that are open and inviting. Genuine co-production in research pushes scientists to work in new ways, and with people from different backgrounds, expertise, and lived experiences. This approach requires a flexible and dynamic balance of learning, sharing, and creating for all parties involved to ensure more meaningful and equitable participation. For example, in community science such as that by Public Lab, the community is at the center of scientific exploration. The research is place-based and is grounded in the desired outcomes of community members. Researchers are able to see themselves as active participants in this work alongside community members. Participating in active listening, developing plans together, and using a shared language built through learning can be helpful tools in all co-production processes. Generating knowledge is powerful. Through genuine collaboration and co-creation, science becomes more relevant. When community members are equitable stakeholders in the scientific process, they are better able to engage and advocate for the changes they want to see in their communities. Through this talk, session attendees will learn about practices that promote equitable participation in science, and hear examples of how the community science process engages people in both the knowledge production, and in the application of science.
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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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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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Twelve tips for the production of digital chalk-talk videos.
Rana, Jasmine; Besche, Henrike; Cockrill, Barbara
2017-06-01
Increasingly over the past decade, faculty in medical and graduate schools have received requests from digital millennial learners for concise faculty-made educational videos. At our institution, over the past couple of years alone, several hundred educational videos have been created by faculty who teach in a flipped-classroom setting of the pre-clinical medical school curriculum. Despite the appeal and potential learning benefits of digital chalk-talk videos first popularized by Khan Academy, we have observed that the conceptual and technological barriers for creating chalk-talk videos can be high for faculty. To this end, this tips article offers an easy-to-follow 12-step conceptual framework to guide at-home production of chalk-talk educational videos.
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LHC 2008 talks Peut-on voyager dans le temps? (Is time travel possible?)
2008-01-01
Scientific magazines (and sometimes even scientists themselves) regularly talk about the possibility of travelling through time. It has also been the subject of many science-fiction novels. We will first discuss what we mean when we talk about time travel, then explain what contemporary physics has to say about it. Thursday, 12 June 2008 at 8.00 p.m. Peut-on voyager dans le temps ? Etienne Klein Physicist at CEA and Doctor of Philosophy of Science The Globe, first floor No specialist knowledge required. Entrance free. http://www.cern.ch/globe
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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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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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Barlow, Tim
2012-01-01
"Chalk and talk" had been the staple pedagogical approach of my Science teaching practice since entering the profession. I felt that there was a great deal of information that I must impart to my students. My tried and tested way to deliver information to my students had always been simply to stand in front of them and tell it to them... So what…
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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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Teacher beliefs about teaching science through Science-Technology-Society (STS)
Massenzio, Lynn
2001-07-01
) Social interactions such as peer talk and cooperative learning can be a medium for thought development for both teachers and students, and (d) Teacher preparation programs must include informal assessments that evaluate social interactions. Since teachers directly influence student learning through classroom practices and usually act on what they believe, exploring teacher beliefs is crucial to science education reform.
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Gelman, Rochel; Brenneman, Kimberly; Macdonald, Gay; Roman, Moises
2009-01-01
To ensure they're meeting state early learning guidelines for science, preschool educators need fun, age-appropriate, and research-based ways to teach young children about scientific concepts. The basis for the PBS KIDS show "Sid the Science Kid," this teaching resource helps children ages 3-5 investigate their everyday world and develop the…
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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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Invited talk: Deep Learning Meets Physics
CERN. Geneva
2018-01-01
Deep Learning has emerged as one of the most successful fields of machine learning and artificial intelligence with overwhelming success in industrial speech, text and vision benchmarks. Consequently it evolved into the central field of research for IT giants like Google, facebook, Microsoft, Baidu, and Amazon. Deep Learning is founded on novel neural network techniques, the recent availability of very fast computers, and massive data sets. In its core, Deep Learning discovers multiple levels of abstract representations of the input. The main obstacle to learning deep neural networks is the vanishing gradient problem. The vanishing gradient impedes credit assignment to the first layers of a deep network or to early elements of a sequence, therefore limits model selection. Major advances in Deep Learning can be related to avoiding the vanishing gradient like stacking, ReLUs, residual networks, highway networks, and LSTM. For Deep Learning, we suggested self-normalizing neural networks (SNNs) which automatica...
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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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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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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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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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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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Science and Cooking: Motivating the Study of Freshman Physics
Weitz, David
2011-03-01
This talk will describe a course offered to Harvard undergraduates as a general education science course, meant to intrduce freshman-level science for non-science majors. The course was a collaboration between world-class chefs and science professors. The chefs introduced concepts of cooking and the professors used these to motivate scientific concepts. The lectures were designed to provide a coherent introduction to freshman physics, primarily through soft matter science. The lectures were supplemented by a lab experiments, designed by a team of very talented graduate students and post docs, that supplemented the science taught in lecture. The course was very successful in motivating non-science students to learn, and even enjoy, basic science concepts. This course depended on contributions from Michael Brenner, Otger Campas, Amy Rowat and a team of talented graduate student teaching fellows.
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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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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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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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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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DEFF Research Database (Denmark)
Christensen, Lars Thøger; Morsing, Mette; Thyssen, Ole
of organizational talk and their associated activities, the paper discusses the different ways time shape the relationship between talk and action. Acknowledging that talk gives rise to different expectations over time, we put forward ideal types of organizational strategies for possible talk-action relationships...
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Directory of Open Access Journals (Sweden)
Deborah Geoghegan
2012-06-01
Full Text Available This paper reports on the results of a meta-analysis of first year pre-service teachers’ investigations of two transcripts of teacher/student talk. The first is set in the home environment and the second in the classroom. Working with specific tools of analysis and knowledge of the role of talk in literate, cultural and social practices they identified evidence of effective literacy pedagogy. They presented their findings in the genre of a written comparative analysis. The results showed the discourse analysis task helped them understand the vital role of the adult’s talk in scaffolding children’s learning in each context and raised awareness of how the adults’ cognitive “moves” impacted on the scaffolding of literacy learning. Outcomes highlighted the need for teacher preparation courses to focus on the way classroom discourse relates to pedagogy and children’s literacy learning by providing exemplary teaching episodes, and studying the pedagogical language competencies involved.Este artículo presenta los resultados de un meta-análisis de dos investigaciones sobre la función comunicativa profesor/alumno realizadas por docentes en su primer año de pre-servicio. La primera en el entorno doméstico y la segunda en el aula. Utilizándose instrumentos de análisis y sus conocimientos de la función comunicativa en las prácticas de alfabetización cultural y social, los docentes encontraron evidencia de una pedagogía eficaz de alfabetización. Las conclusiones en el género de análisis comparativo muestran como el ejercicio de análisis de la conversación ayuda a entender la función vital de la comunicación del adulto en el aprendizaje de los niños en cada contexto y concientizó como las decisiones cognoscitivas de los adultos influyen en la pedagogía de alfabetización. Los resultados recalcan la necesidad de formaciones para docentes en la comunicación en clase y como se relaciona con la pedagogía y alfabetización de
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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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Brennan, Emily; Durkin, Sarah J; Wakefield, Melanie A; Kashima, Yoshihisa
2016-01-01
Campaign-stimulated conversations have been shown to increase the effectiveness of antismoking campaigns. In order to explore why such effects occur, in the current study we coded the content of naturally occurring conversations. We also examined whether the short-term effects of talking, and of different types of talk, on quitting intentions were mediated through intrapersonal message responses. Using the Natural Exposure(SM) methodology, we exposed 411 smokers to 1 of 6 antismoking advertisements while they were watching television at home. Responses to the advertisement-conversation participation and content, emotional responses, personalized perceived effectiveness, and changes in intentions to quit-were measured within 3 days of exposure. Conversations were coded for appraisal of the advertisement (favorable, neutral, or unfavorable) and the presence of quitting talk and emotion talk. Mediation analyses indicated that the positive effects of talking on intention change were mediated through personalized perceived effectiveness and that the positive effects were driven by conversations that contained a favorable appraisal and/or quitting talk. Conversely, conversations that contained an unfavorable appraisal of the advertisement were negatively associated with campaign effectiveness. These findings highlight the importance of measuring interpersonal communication when evaluating campaigns and the need for further research to identify the message characteristics that predict when smokers talk and when they talk only in desirable ways.
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Stance in TED talks: Strategic use of subjective adjectives in online popularisation
Directory of Open Access Journals (Sweden)
Giuseppina Scotto di Carlo
2015-04-01
Full Text Available This paper analyses “stance” in TED (Technology, Entertainment, Design talks, which are popularising speeches aiming at knowledge dissemination. Based on a corpus of the TED talks presented between 2006 and 2012, this study focuses on how the speakers express judgments and take up positions through subjective adjectives. Drawing upon Kerbat-Orecchioni (1980 and Felices Lago’s (1997 adjective classifications, the quantitative and qualitative study attempts to analyse the use of axiological evaluative adjectives, which are fully subjective, as they imply a qualitative evaluation adding a judgement to the modified noun. It has been noticed that TEDsters use vivid, descriptive subjective adjectives to establish a connection with the audience, which perceives a sense of similarity with the speaker. Like traditional scientific presentations, TED talks use adjectives conveying the relevance of their findings, while they distinguish themselves for the role given to aesthetic and emotional adjectives, practicality and veracity, also including the moral, political, and economic aspects involved in science. The work suggests that maybe TEDsters’ approach to science might possibly contribute to breach the expert/non expert barrier, considering science not as something distant, but as a human experience for both laypersons and professionals.
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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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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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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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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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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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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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Library Science Talk: "Linked Happily Ever After" - Ruben Verborgh, Ghent University, Belgium
CERN. Geneva
2016-01-01
Ruben Verborgh will talk about "Linked Happily Ever After". Abstract: Linked Data has become an inevitable reality for many libraries. And that is a good thing, because it enables data integration at a scale that was not possible before. At the same time, it also comes with many challenges. What are the “good” ways of doing Linked Data? How can we do it efficiently, at a reasonable cost? And of course: how can we ensure that the efforts we do today pay off in the future? This last question is the main focus of this talk. I will explain what sustainability means in the context of Linked Data, and on which constants we can rely within an ever changing technological landscape. Expect a mix of vision and concrete advice, but mostly solid, down-to-earth discussions on what Linked Data will mean for libraries now and in the future. The talk will be followed by a panel discussion with: Beat Estermann, deputy head of the research unit Linked & Open Data at the E-Government Institute of the Bern University...
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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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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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Redefining Scientist-Educator Partnerships: Science in Service at Stanford
Beck, K.
2005-05-01
The Stanford Solar Observatories Group and Haas Center for Public Service have created an innovative model for scientist-educator partnerships in which science students are trained and mentored by public service education professionals to create outreach events for local communities. The program, Science in Service, is part of the EPO plan for the Solar Group's participation in NASA's Solar Dynamics Observatory mission. Based on the principles of service learning, the Science in Service Program mentors college science students in best practices for communicating science and engages these students in public service projects that center on teaching solar science. The program goals are to - Enhance and expand the learning experiences that pre-college students, from underserved and underrepresented groups in particular, have in science and technology. - Promote leadership in community service in the area of science and engineering among the next generation of scientists and engineers, today's undergraduate students. - Encourage science and engineering faculty to think creatively about their outreach requirements and to create a community of faculty committed to quality outreach programs. This talk will describe the unique advantages and challenges of a research-public service partnership, explain the structure of Stanford's Science in Service Program, and present the experiences of the undergraduates and the outreach communities that have been involved in the program.
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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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Situating teacher learning in the practice of mathematics and science teaching
Hartman, Monica Louise
Education reforms propose new content and pedagogy for students. Making such reforms possible in schools depends on creating new content and pedagogy for teachers' learning. This study investigated an approach to support teachers' learning which has been rapidly growing in popularity. Specifically, the study was designed to learn how a collaborative professional development experience, situated in teachers' own practice, might help elementary teachers develop knowledge for teaching. Eleven fourth and fifth grade teachers from two public schools participated in this professional development which was modeled after Japanese Lesson Study. A qualitative research methodology of critical inquiry was used to analyze the data. The researcher was both designer and participant. This intervention gave these teachers opportunities to learn content, pedagogy, and skills for collaborative inquiry, but not all the teachers continued their involvement. Challenges of time, talk and individualism were problems for all and were among the main reasons teachers in one group gave for leaving the program. Three characteristics of the teachers who completed the project included: (a) dissatisfaction with the learning outcomes of their students; (b) participation with colleagues in social activities throughout the school year; (c) an existing trusting relationship with the program facilitator. The features of this new pedagogy of professional development require teachers to break from typical orientations to practice. This produces a paradox. On one hand, many American teachers do not have the skills needed to be expert at this, for the professional culture does not support such work. On the other hand, if teachers are not given opportunities to collaborate in meaningful ways, the skills they need cannot develop. Although, these teachers were not yet experts in this collaborative inquiry process, the skills required began to develop in the course of engaging in this professional development
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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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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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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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Young "Science Ambassadors" Raise the Profile of Science
Ridley, Katie
2014-01-01
Katie Ridley, science coordinator at St. Gregory's Catholic Primary School, Liverpool, UK, states that the inspiration for "science ambassadors" came after embarking on the Primary Science Quality Mark programme at their school. Ridley realized that science was just not recognised as such by the children, they talked about scientific…
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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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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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MolTalk--a programming library for protein structures and structure analysis.
Diemand, Alexander V; Scheib, Holger
2004-04-19
Two of the mostly unsolved but increasingly urgent problems for modern biologists are a) to quickly and easily analyse protein structures and b) to comprehensively mine the wealth of information, which is distributed along with the 3D co-ordinates by the Protein Data Bank (PDB). Tools which address this issue need to be highly flexible and powerful but at the same time must be freely available and easy to learn. We present MolTalk, an elaborate programming language, which consists of the programming library libmoltalk implemented in Objective-C and the Smalltalk-based interpreter MolTalk. MolTalk combines the advantages of an easy to learn and programmable procedural scripting with the flexibility and power of a full programming language. An overview of currently available applications of MolTalk is given and with PDBChainSaw one such application is described in more detail. PDBChainSaw is a MolTalk-based parser and information extraction utility of PDB files. Weekly updates of the PDB are synchronised with PDBChainSaw and are available for free download from the MolTalk project page http://www.moltalk.org following the link to PDBChainSaw. For each chain in a protein structure, PDBChainSaw extracts the sequence from its co-ordinates and provides additional information from the PDB-file header section, such as scientific organism, compound name, and EC code. MolTalk provides a rich set of methods to analyse and even modify experimentally determined or modelled protein structures. These methods vary in complexity and are thus suitable for beginners and advanced programmers alike. We envision MolTalk to be most valuable in the following applications:1) To analyse protein structures repetitively in large-scale, i.e. to benchmark protein structure prediction methods or to evaluate structural models. The quality of the resulting 3D-models can be assessed by e.g. calculating a Ramachandran-Sasisekharan plot.2) To quickly retrieve information for (a limited number of
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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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A Physics Course for Non-Physical Science Teachers
Cottle, Paul D.
1997-11-01
A two semester introductory physics sequence exclusively for undergraduates and graduate students in science education who were not seeking certification in physics was taught at Florida State for the first time in 1996-97. The course emphasized building understanding in both qualitative and quantitative aspects of physics through group learning approaches to laboratories and written problem assignments, assessments which required detailed written explanations, and frequent interactions between the instructor and individual students. This talk will briefly outline the structure of the course and some of the more interesting observations made by the group of science education graduate students and faculty who evaluated aspects of the course.
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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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Laws, Priscilla
2010-02-01
In June 1986 Ronald Thornton (at the Tufts University Center for Science and Mathematics Teaching) and Priscilla Laws (at Dickinson College) applied independently for grants to develop curricular materials based on both the outcomes of Physics Education Research and the use of Microcomputer Based Laboratory Tools (MBL) developed by Robert Tinker, Ron Thornton and others at Technical Education Research Centers (TERC). Thornton proposed to develop a series of Tools for Scientific Thinking (TST) laboratory exercises to address known learning difficulties using carefully sequenced MBL observations. These TST laboratories were to be beta tested at several types of institutions. Laws proposed to develop a Workshop Physics Activity Guide for a 2 semester calculus-based introductory course sequence centering on MBL-based guided inquiry. Workshop Physics was to be designed to replace traditional lectures and separate labs in relatively small classes and was to be tested at Dickinson College. In September 1986 a project officer at the Fund for Post-Secondary Education (FIPSE) awarded grants to Laws and Thornton provided that they would collaborate. David Sokoloff (at the University of Oregon) joined Thornton to develop and test the TST laboratories. This talk will describe the 23 year collaboration between Thornton, Laws, and Sokoloff that led to the development of a suite of Activity Based Physics curricular materials, new apparatus and enhanced computer tools for real time graphing, data collection and mathematical modeling. The Suite includes TST Labs, the Workshop Physics Activity Guide, RealTime Physics Laboratory Modules, and a series of Interactive Lecture Demonstrations. A textbook and a guide to using the Suite were also developed. The vital importance of obtaining continued grant support, doing continuous research on student learning, collaborating with instructors at other institutions, and forging relationships with vendors and publishers will be described. )
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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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Corporate Language and Corporate Talk
DEFF Research Database (Denmark)
Zølner, Mette
2013-01-01
The article presents the case studies of two Danish based multinational companies (MNCs) which provides the an insight into the role of languages in organizational learning. It mentions that the studies focus on the sharing of the understanding and practices among their employees across the geogr......The article presents the case studies of two Danish based multinational companies (MNCs) which provides the an insight into the role of languages in organizational learning. It mentions that the studies focus on the sharing of the understanding and practices among their employees across...... the geographical borders by the medium of common corporate values for knowledge management, collection of data and analysis in these studies inspired by approach of ground theory and presents a usefulness of distinguishing between corporate language and talks to enable the headquarters learning. Also it concludes...... that both of the MNCs are of Danish origin but executives of both companies are proficient in English language....
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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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Global Collaboration in Nursing and Midwifery “Talking it out”
African Journals Online (AJOL)
Rwanda Journal Series F: Medicine and Health Sciences Vol. 2 No. 2, 2015. Global ... Midwives: Talking it Out, was to explore the concepts of global collaboration among practicing and ... wide population in all of its regions. The Global Net-.
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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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Second Language Socialization and Learner Agency: Adoptive Family Talk
Fogle, Lyn Wright
2012-01-01
This book examines how Russian-speaking adoptees in three US families actively shape opportunities for language learning and identity construction in everyday interactions. By focusing on a different practice in each family (i.e. narrative talk about the day, metalinguistic discourse or languaging, and code-switching), the analyses uncover…
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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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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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Behar, D. H.; Kopp, R. E.; DeConto, R.; Weaver, C. P.; White, K. D.; May, K.; Bindschadler, R.
2017-12-01
Global sea level rise (SLR) may present the most urgent climate change adaptation challenge facing coastal communities today. The direction is clear, impacts are manifesting now, and the pace of rise is likely to accelerate. As a result, many coastal communities have begun planning their adaptation response and some are quite far along in the process. At the same time, evolving science provides new observations, models, and understanding of land-ocean dynamics that can increase clarity while also in many ways increase uncertainty about the scope, timing, and regional nature of SLR. The planning, design, and construction of water infrastructure has a relatively long timeline (up to 30 years), and thus the evolution of scientific knowledge presents challenges for communities already planning for SLR based on previous information. When does science become actionable for decision-makers? Are there characteristics or thresholds that could cause communities decide to move from one set of scenarios to another, or change approaches altogether? This talk focuses on two important studies different in kind but dominating the conversation about SLR adaptation planning today. First, DeConto and Pollard (2016) have suggested significantly higher upper end projections for Antarctic ice sheet melt, which increase both global and regional SLR above most previously assumed upper limits. Second, probabilistic projections using model output and expert elicitation as presented in Kopp et al (2014) are increasingly appearing in federal reports and planning-related documents. These two papers are pushing the boundaries of the science-to-planning interface, while the application of this work as actionable science is far from settled. This talk will present the outcome of recent conversations among our diverse author team. The authors are engaged in SLR planning related contexts from many angles and perspectives and include the aforementioned Kopp and DeConto as well as representatives of
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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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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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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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A Vygotskian Perspective on Parent-Child Talk During iPad Story Sharing
Kucirkova, Natalia; Sheehy, Kieron; Messer, David
2015-01-01
This study explores the themes in the talk of two mothers and daughters as they share a self-created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent-child exchanges. A deductive-inductive thematic analysis identified three recurring…
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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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Talking Circles for Adolescent Girls in an Urban High School
Directory of Open Access Journals (Sweden)
Ann Schumacher
2014-10-01
Full Text Available Restorative Practices (RP in schools is a new and emerging field. Meeting in Circles to build friendships, develop emotional literacy skills, resolve conflict, or learn interactively are some of the core components of these programs. This article describes a 2-year study of 12 weekly Talking Circles organized under the auspices of a RP program in an urban high school with 60 adolescent girls. Primary data sources included 257 hr of participant observations in Talking Circles and individual, semi-structured interviews with 31 students. The Relational Cultural model, rooted in the work of Jean Baker Miller, served as the conceptual framework for understanding teens’ interactions within the Circle’s unique set of social conditions in a school environment. Findings demonstrated that Talking Circles provided a safe space for peers helping peers, and that the girls improved their listening, anger management, and empathic skills, which led to greater self-efficacy. It appears that Talking Circles could provide another venue for developing social-emotional literacy skills and growth-fostering relationships in schools.
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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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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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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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Teaching with Moodle in Soil Science
Roca, Núria
2014-05-01
Soil is a 3-dimensional body with properties that reflect the impact of climate, vegetation, fauna, man and topography on the soil's parent material over a variable time span. Therefore, soil is integral to many ecological and social systems and it holds potential solutions for many of the world's economic and scientific problems as climate change or scarcity of food and water. The teaching of Soil Science, as a natural science in its own right, requires principles that reflect the unique features and behaviour of soil and the practices of soil scientists. It could be argued that a unique set of teaching practices applies to Soil Science; however specific teaching practices are scarce in literature. The present work was triggered by the need to develop new techniques of teaching to speed up the learning process and to experiment with new methods of teaching. For such, it is necessary to adopt virtual learning environment to new learning requirements regarding Soil Science. This paper proposes a set of e-teaching techniques (as questionnaires, chats as well as forums) introduced in Moodle virtual learning Environment in order to increase student motivation and interest in Soil Science. Such technologies can be used to: a)Increase the amount of time a teacher allots for student reflection after asking a question and before a student responds (wait-time). This practice increases the quantity and quality of students' answers. The students give longer responses, students give more evidence for their ideas and conclusions, students speculate and hypothesize more and more students participated in responding. Furthermore, students ask more questions and talk more to other students. b)Improve active learning, an essential paradigm in education. In contrast to learning-before-doing, we propose to focus on learning-in-doing, a model where learners are increasingly involved in the authentic practices of communities through learning conversations and activities involving expert
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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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Song, Mary Elizabeth
This study explores what educators may learn from the experiences of secondary students working in professional scientific laboratories. My investigation is guided by the methodology of phenomenological; I depend primarily on interviews conducted with students and professional researchers. This material is supported primarily by on-site observations, and by informal conversations between me and the study participants. My dissertation has three goals: (one) to use the work of secondary students in scientific research laboratories to consider how they know the discipline; (two) to distinguish the students' professional accomplishments from science learning at school; and, (three) to engage readers in a reflection about authority within the scientific community, and the possibility that by accomplishing research, students take their legitimate place among those who construct scientific knowledge. My methods and focus have allowed me to capture qualities of the student narratives that support the emergence of three major themes: the importance of doing "real work" in learning situations; the inapplicability of "school learning" to professional research arenas; and the inclusive nature of the scientific community. At the same time, the study is confined by the narrow pool of participants I interviewed over a short period of time. These talented students were all academically successful, articulate, "well-rounded" and in this sense, mature. They typically had strong family support, and they talked about ideas with their parents. Indeed, the students were all capable story-tellers who were anxious to share their experiences publicly. Yet they themselves remind the reader of their struggles to overcome naivete in the lab. By doing so they suggested to me that their experiences might be accessible to a broad range of young men and women; thus this study is a good beginning for further research.
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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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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
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SciEthics Interactive: Science and Ethics Learning in a Virtual Environment
Nadolny, Larysa; Woolfrey, Joan; Pierlott, Matthew; Kahn, Seth
2013-01-01
Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of…
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A Cooperative Learning Group Procedure for Improving CTE and Science Integration
Spindler, Matt
2016-01-01
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 utilized in secondary CTE courses. The objectives of the study were to determine if CLGs were an effective means for increasing the number of: a) science integrating learning…
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Robotic Fish to Aid Animal Behavior Studies and Informal Science Learning
Phamduy, Paul
The application of robotic fish in the fields of animal behavior and informal science learning are new and relatively untapped. In the context of animal behavior studies, robotic fish offers a consistent and customizable stimulus that could contribute to dissect the determinants of social behavior. In the realm of informal science learning, robotic fish are gaining momentum for the possibility of educating the general public simultaneously on fish physiology and underwater robotics. In this dissertation, the design and development of a number of robotic fish platforms and prototypes and their application in animal behavioral studies and informal science learning settings are presented. Robotic platforms for animal behavioral studies focused on the utilization replica or same scale prototypes. A novel robotic fish platform, featuring a three-dimensional swimming multi-linked robotic fish, was developed with three control modes varying in the level of robot autonomy offered. This platform was deployed at numerous science festivals and science centers, to obtain data on visitor engagement and experience.
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DEFF Research Database (Denmark)
Christensen, Lars Thøger; Morsing, Mette; Thyssen, Ole
The aim of this paper is to analyze the relationship between organizational talk and action. Focusing in particular on the temporal dimension of this relationship, that is, the potential for talk to become action over time, we put forward ideal types of organizational strategies for possible talk...
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Mapping epistemic cultures and learning potential of participants in citizen science projects.
Vallabh, Priya; Lotz-Sisitka, Heila; O'Donoghue, Rob; Schudel, Ingrid
2016-06-01
The ever-widening scope and range of global change and interconnected systemic risks arising from people-environment relationships (social-ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic-cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge-production purposes, ranging from laboratory science to social learning, whereas the epistemic-cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens' engagement in knowledge-production activities varied. The knowledge-production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long-term river health-monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning-led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk. © 2016 Society for
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Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction
Mayer, Richard E.
2008-01-01
During the last 100 years, a major accomplishment of psychology has been the development of a science of learning aimed at understanding how people learn. In attempting to apply the science of learning, a central challenge of psychology and education is the development of a science of instruction aimed at understanding how to present material in…
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A community of curious souls: an analysis of commenting behavior on TED talks videos.
Tsou, Andrew; Thelwall, Mike; Mongeon, Philippe; Sugimoto, Cassidy R
2014-01-01
The TED (Technology, Entertainment, Design) Talks website hosts video recordings of various experts, celebrities, academics, and others who discuss their topics of expertise. Funded by advertising and members but provided free online, TED Talks have been viewed over a billion times and are a science communication phenomenon. Although the organization has been derided for its populist slant and emphasis on entertainment value, no previous research has assessed audience reactions in order to determine the degree to which presenter characteristics and platform affect the reception of a video. This article addresses this issue via a content analysis of comments left on both the TED website and the YouTube platform (on which TED Talks videos are also posted). It was found that commenters were more likely to discuss the characteristics of a presenter on YouTube, whereas commenters tended to engage with the talk content on the TED website. In addition, people tended to be more emotional when the speaker was a woman (by leaving comments that were either positive or negative). The results can inform future efforts to popularize science amongst the public, as well as to provide insights for those looking to disseminate information via Internet videos.
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Principal Leadership for Technology-enhanced Learning in Science
Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.
2008-02-01
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals' ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals' leadership abilities in technology and science reform.
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Contemporary machine learning: techniques for practitioners in the physical sciences
Spears, Brian
2017-10-01
Machine learning is the science of using computers to find relationships in data without explicitly knowing or programming those relationships in advance. Often without realizing it, we employ machine learning every day as we use our phones or drive our cars. Over the last few years, machine learning has found increasingly broad application in the physical sciences. This most often involves building a model relationship between a dependent, measurable output and an associated set of controllable, but complicated, independent inputs. The methods are applicable both to experimental observations and to databases of simulated output from large, detailed numerical simulations. In this tutorial, we will present an overview of current tools and techniques in machine learning - a jumping-off point for researchers interested in using machine learning to advance their work. We will discuss supervised learning techniques for modeling complicated functions, beginning with familiar regression schemes, then advancing to more sophisticated decision trees, modern neural networks, and deep learning methods. Next, we will cover unsupervised learning and techniques for reducing the dimensionality of input spaces and for clustering data. We'll show example applications from both magnetic and inertial confinement fusion. Along the way, we will describe methods for practitioners to help ensure that their models generalize from their training data to as-yet-unseen test data. We will finally point out some limitations to modern machine learning and speculate on some ways that practitioners from the physical sciences may be particularly suited to help. This work was performed by Lawrence Livermore National Laboratory under Contract DE-AC52-07NA27344.
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Troubling an embodied pedagogy in science education
DEFF Research Database (Denmark)
Otrel-Cass, Kathrin; Kristensen, Liv Kondrup
2017-01-01
This chapter explores the idea of using an embodied pedagogy for science teaching following the mandated introduction of physical activity across all subjects in Danish primary schools. While there is research available that explores the different ways of utilizing movement in school, very little...... for the intertwined relationship between the body and mind. Based on observations that were conducted in science lessons at a Danish primary school, and from talking with the students, we examine how an embodied pedagogy in science was implemented. We explore a specific instance where a group of 14-16 year old...... of that which is available applies to science education. The argument is made that an embodied pedagogy recognises and validates the centrality of the body in learning, but it is about more than making students move. Utilising such an approach requires one to recognise that embodiment shapes interactions...
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Ingram, Samantha Jones
The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest
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Why formal learning theory matters for cognitive science.
Fulop, Sean; Chater, Nick
2013-01-01
This article reviews a number of different areas in the foundations of formal learning theory. After outlining the general framework for formal models of learning, the Bayesian approach to learning is summarized. This leads to a discussion of Solomonoff's Universal Prior Distribution for Bayesian learning. Gold's model of identification in the limit is also outlined. We next discuss a number of aspects of learning theory raised in contributed papers, related to both computational and representational complexity. The article concludes with a description of how semi-supervised learning can be applied to the study of cognitive learning models. Throughout this overview, the specific points raised by our contributing authors are connected to the models and methods under review. Copyright © 2013 Cognitive Science Society, Inc.
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Flipped learning in science education
DEFF Research Database (Denmark)
Andersen, Thomas Dyreborg; Foss, Kristian Kildemoes; Nissen, Stine Karen
2017-01-01
During the last decade, massive investment in ICT has been made in Danish schools. There seems, however, to be a need to rethink how to better integrate ICT in education (Bundgaard et al. 2014 p. 216) Flipped learning might be a didactical approach that could contribute to finding a method to use...... research questions are “To what extent can teachers using the FL-teaching method improve Danish pupils' learning outcomes in science subject’s physics / chemistry, biology and geography in terms of the results of national tests?” And “What factors influence on whether FL-teaching improves pupils' learning...... will be addressed. Hereafter an array of different scaffolding activities will be conducted, among these are individual supervision, sharing of materials used in lessons and involving local school leaders in the program. During this 3-year period we will follow the progress of the students involved in the program...
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The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills
Aulia, E. V.; Poedjiastoeti, S.; Agustini, R.
2018-01-01
The purpose of this research is to describe the effectiveness of guided inquiry-based learning material to improve students’ science literacy skills on solubility and solubility product concepts. This study used Research and Development (R&D) design and was implemented to the 11th graders of Muhammadiyah 4 Senior High School Surabaya in 2016/2017 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, test, and questionnaire. The results of this research showed that the students’ science literacy skills are different after implementation of guided inquiry-based learning material. The guided inquiry-based learning material is effective to improve students’ science literacy skills on solubility and solubility product concepts by getting N-gain score with medium and high category. This improvement caused by the developed learning material such as lesson plan, student worksheet, and science literacy skill tests were categorized as valid and very valid. In addition, each of the learning phases in lesson plan has been well implemented. Therefore, it can be concluded that the guided inquiry-based learning material are effective to improve students’ science literacy skills on solubility and solubility product concepts in senior high school.
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Astro Data Science: The Next Generation
Mentzel, Chris
2018-01-01
Astronomers have been at the forefront of data-driven discovery since before the days of Kepler. Using data in the scientific inquiry into the workings of the the universe is the lifeblood of the field. This said, data science is considered a new thing, and researchers from every discipline are rushing to learn data science techniques, train themselves on data science tools, and even leaving academia to become data scientists. It is undeniable that our ability to harness new computational and statistical methods to make sense of today’s unprecedented size, complexity, and fast streaming data is helping scientists make new discoveries. The question now is how to ensure that researchers can employ these tools and use them appropriately. This talk will cover the state of data science as it relates to scientific research and the role astronomers play in its development, use, and training the next generation of astro-data scientists.
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MolTalk – a programming library for protein structures and structure analysis
Diemand, Alexander V; Scheib, Holger
2004-01-01
Background Two of the mostly unsolved but increasingly urgent problems for modern biologists are a) to quickly and easily analyse protein structures and b) to comprehensively mine the wealth of information, which is distributed along with the 3D co-ordinates by the Protein Data Bank (PDB). Tools which address this issue need to be highly flexible and powerful but at the same time must be freely available and easy to learn. Results We present MolTalk, an elaborate programming language, which consists of the programming library libmoltalk implemented in Objective-C and the Smalltalk-based interpreter MolTalk. MolTalk combines the advantages of an easy to learn and programmable procedural scripting with the flexibility and power of a full programming language. An overview of currently available applications of MolTalk is given and with PDBChainSaw one such application is described in more detail. PDBChainSaw is a MolTalk-based parser and information extraction utility of PDB files. Weekly updates of the PDB are synchronised with PDBChainSaw and are available for free download from the MolTalk project page following the link to PDBChainSaw. For each chain in a protein structure, PDBChainSaw extracts the sequence from its co-ordinates and provides additional information from the PDB-file header section, such as scientific organism, compound name, and EC code. Conclusion MolTalk provides a rich set of methods to analyse and even modify experimentally determined or modelled protein structures. These methods vary in complexity and are thus suitable for beginners and advanced programmers alike. We envision MolTalk to be most valuable in the following applications: 1) To analyse protein structures repetitively in large-scale, i.e. to benchmark protein structure prediction methods or to evaluate structural models. The quality of the resulting 3D-models can be assessed by e.g. calculating a Ramachandran-Sasisekharan plot. 2) To quickly retrieve information for (a limited
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MolTalk – a programming library for protein structures and structure analysis
Directory of Open Access Journals (Sweden)
Diemand Alexander V
2004-04-01
Full Text Available Abstract Background Two of the mostly unsolved but increasingly urgent problems for modern biologists are a to quickly and easily analyse protein structures and b to comprehensively mine the wealth of information, which is distributed along with the 3D co-ordinates by the Protein Data Bank (PDB. Tools which address this issue need to be highly flexible and powerful but at the same time must be freely available and easy to learn. Results We present MolTalk, an elaborate programming language, which consists of the programming library libmoltalk implemented in Objective-C and the Smalltalk-based interpreter MolTalk. MolTalk combines the advantages of an easy to learn and programmable procedural scripting with the flexibility and power of a full programming language. An overview of currently available applications of MolTalk is given and with PDBChainSaw one such application is described in more detail. PDBChainSaw is a MolTalk-based parser and information extraction utility of PDB files. Weekly updates of the PDB are synchronised with PDBChainSaw and are available for free download from the MolTalk project page http://www.moltalk.org following the link to PDBChainSaw. For each chain in a protein structure, PDBChainSaw extracts the sequence from its co-ordinates and provides additional information from the PDB-file header section, such as scientific organism, compound name, and EC code. Conclusion MolTalk provides a rich set of methods to analyse and even modify experimentally determined or modelled protein structures. These methods vary in complexity and are thus suitable for beginners and advanced programmers alike. We envision MolTalk to be most valuable in the following applications: 1 To analyse protein structures repetitively in large-scale, i.e. to benchmark protein structure prediction methods or to evaluate structural models. The quality of the resulting 3D-models can be assessed by e.g. calculating a Ramachandran-Sasisekharan plot. 2 To
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Taking Stock: Implications of a New Vision of Science Learning for State Science Assessment
Wertheim, Jill
2016-01-01
This article presents the author's response to the article "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" by Alonzo and Ke (this issue), which identifies numerous challenges that the Next Generation Science Standards (NGSS) pose for large-scale assessment. Jill Werthem comments that among those…
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Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students
Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope
2014-08-01
This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.
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Baron, Alex; Chen, Hsiao-Lan Sharon
2012-03-01
Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some teachers effectively improve students' scientific learning, others struggle to achieve desirable student outcomes. This study explores a Taiwanese science teacher's ability to effectively enhance her students' science learning. The authors visited a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective interviews with the instructor, eliciting the teacher's reflection upon both her pedagogical choices and the perceived results of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide.
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Examining the Internet-Based Free Talk in College English Classes from the Motivation Perspective
Directory of Open Access Journals (Sweden)
Li Ming
2017-01-01
Full Text Available Free Talk is recognized as an effective approach to teaching college English in China to improve students’ English speaking. With the popularity of Internet around the world, the Internet-based Free Talk demonstrates more advantages in motivating students to engage in English learning. In this paper, the author compares the main features of the Internet-based Free Talk with the five components of the MUSIC Model of Motivation synthesized from current research and theory in the field of motivation. Furthermore, the author illustrates how Internet facilitates Free Talk through online writing service system and online QQ community. The comparison reveals that the success of the Internet-based Free Talk is consistent with the key motivation principles. This paper indicates that professors and researchers in higher education could design and evaluate their instruction according to the components of the MUSIC model of motivation.
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Computational Science in Armenia (Invited Talk)
Marandjian, H.; Shoukourian, Yu.
This survey is devoted to the development of informatics and computer science in Armenia. The results in theoretical computer science (algebraic models, solutions to systems of general form recursive equations, the methods of coding theory, pattern recognition and image processing), constitute the theoretical basis for developing problem-solving-oriented environments. As examples can be mentioned: a synthesizer of optimized distributed recursive programs, software tools for cluster-oriented implementations of two-dimensional cellular automata, a grid-aware web interface with advanced service trading for linear algebra calculations. In the direction of solving scientific problems that require high-performance computing resources, examples of completed projects include the field of physics (parallel computing of complex quantum systems), astrophysics (Armenian virtual laboratory), biology (molecular dynamics study of human red blood cell membrane), meteorology (implementing and evaluating the Weather Research and Forecast Model for the territory of Armenia). The overview also notes that the Institute for Informatics and Automation Problems of the National Academy of Sciences of Armenia has established a scientific and educational infrastructure, uniting computing clusters of scientific and educational institutions of the country and provides the scientific community with access to local and international computational resources, that is a strong support for computational science in Armenia.
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Validity of "Hi_Science" as instructional media based-android refer to experiential learning model
Qamariah, Jumadi, Senam, Wilujeng, Insih
2017-08-01
Hi_Science is instructional media based-android in learning science on material environmental pollution and global warming. This study is aimed: (a) to show the display of Hi_Science that will be applied in Junior High School, and (b) to describe the validity of Hi_Science. Hi_Science as instructional media created with colaboration of innovative learning model and development of technology at the current time. Learning media selected is based-android and collaborated with experiential learning model as an innovative learning model. Hi_Science had adapted student worksheet by Taufiq (2015). Student worksheet had very good category by two expert lecturers and two science teachers (Taufik, 2015). This student worksheet is refined and redeveloped in android as an instructional media which can be used by students for learning science not only in the classroom, but also at home. Therefore, student worksheet which has become instructional media based-android must be validated again. Hi_Science has been validated by two experts. The validation is based on assessment of meterials aspects and media aspects. The data collection was done by media assessment instrument. The result showed the assessment of material aspects has obtained the average value 4,72 with percentage of agreement 96,47%, that means Hi_Science on the material aspects is in excellent category or very valid category. The assessment of media aspects has obtained the average value 4,53 with percentage of agreement 98,70%, that means Hi_Science on the media aspects is in excellent category or very valid category. It was concluded that Hi_Science as instructional media can be applied in the junior high school.
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An Argument for Formative Assessment with Science Learning Progressions
Alonzo, Alicia C.
2018-01-01
Learning progressions--particularly as defined and operationalized in science education--have significant potential to inform teachers' formative assessment practices. In this overview article, I lay out an argument for this potential, starting from definitions for "formative assessment practices" and "learning progressions"…
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Smith, Deborah C.; Jang, Shinho
2011-01-01
This case study of a fifth-year elementary intern's pathway in learning to teach science focused on her science methods course, placement science teaching, and reflections as a first-year teacher. We studied the sociocultural contexts within which the intern learned, their affordances and constraints, and participants' perspectives on their roles…
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Rao, Deepa
This study documents the development of an educational art-science kit about natural fractals, whose aim is to unite artistic and scientific inquiry in the informal learning of science and math. Throughout this research, I argue that having an arts-integrated approach can enhance the learner of science and math concepts. A guiding metaphor in this thesis is the Enlightenment-era cabinet of curiosities that represents a time when art and science were unified in the process of inquiry about the natural world. Over time, increased specialization in the practice of arts and science led to a growing divergence between the disciplines in the educational system. Recently, initiatives like STEAM are underway at the national level to integrate "Arts and Design" into the Science, Technology, Engineering, and Math (STEM) formal education agenda. Learning artifacts like science kits present an opportunity to unite artistic and scientific inquiry in informal settings. Although science kits have been introduced to promote informal learning, presently, many science kits have a gap in their design, whereby the activities consist of recipe-like instructions that do not encourage further inquiry-based learning. In the spirit of the cabinet of curiosities, this study seeks to unify visual arts and science in the process of inquiry. Drawing from educational theories of Dewey, Piaget, and Papert, I developed a novel, prototype "art-science kit" that promotes experiential, hands-on, and active learning, and encourages inquiry, exploration, creativity, and reflection through a series of art-based activities to help users learn science and math concepts. In this study, I provide an overview of the design and development process of the arts-based educational activities. Furthermore, I present the results of a pilot usability study (n=10) conducted to receive user feedback on the designed materials for use in improving future iterations of the art-science fractal kit. The fractal kit
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Oblinger, Diana G.
2012-01-01
Talk about analytics seems to be everywhere. Everyone is talking about analytics. Yet even with all the talk, many in higher education have questions about--and objections to--using analytics in colleges and universities. In this article, the author explores the use of analytics in, and all around, higher education. (Contains 1 note.)
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TEACHING AND LEARNING METHODOLOGIES SUPPORTED BY ICT APPLIED IN COMPUTER SCIENCE
Directory of Open Access Journals (Sweden)
Jose CAPACHO
2016-04-01
Full Text Available The main objective of this paper is to show a set of new methodologies applied in the teaching of Computer Science using ICT. The methodologies are framed in the conceptual basis of the following sciences: Psychology, Education and Computer Science. The theoretical framework of the research is supported by Behavioral Theory, Gestalt Theory. Genetic-Cognitive Psychology Theory and Dialectics Psychology. Based on the theoretical framework the following methodologies were developed: Game Theory, Constructivist Approach, Personalized Teaching, Problem Solving, Cooperative Collaborative learning, Learning projects using ICT. These methodologies were applied to the teaching learning process during the Algorithms and Complexity – A&C course, which belongs to the area of Computer Science. The course develops the concepts of Computers, Complexity and Intractability, Recurrence Equations, Divide and Conquer, Greedy Algorithms, Dynamic Programming, Shortest Path Problem and Graph Theory. The main value of the research is the theoretical support of the methodologies and their application supported by ICT using learning objects. The course aforementioned was built on the Blackboard platform evaluating the operation of methodologies. The results of the evaluation are presented for each of them, showing the learning outcomes achieved by students, which verifies that methodologies are functional.
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Chao, Jie; Xie, Charles; Nourian, Saeid; Chen, Guanhua; Bailey, Siobhan; Goldstein, Molly H.; Purzer, Senay; Adams, Robin S.; Tutwiler, M. Shane
2017-01-01
Many pedagogical innovations aim to integrate engineering design and science learning. However, students frequently show little attempt or have difficulties in connecting their design projects with the underlying science. Drawing upon the Cultural-Historical Activity Theory, we argue that the design tools available in a learning environment…
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Guest Editorial: Special Section on Learning Systems for Science and Technology Education
Bredeweg, B.; McLaren, B.M.; Biswas, B.
2013-01-01
Computer-based technology can significantly enhance science education and training, as well as shape both what and how people learn. With this special issue of the IEEE Transactions on Learning Technologies (TLT), we present contributions that address education and training in science and technology
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Brame, Cynthia J; Biel, Rachel
2015-01-01
Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research. © 2015 C. J. Brame and R. Biel. CBE—Life Sciences Education © 2015 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)
Ratna Malawati
2016-06-01
Full Text Available This study aims to improve the physics Science Process Skills Students on cognitive and psychomotor aspects by using model based Project Based Learning training.The object of this study is the Project Based Learning model used in the learning process of Computationa Physics.The method used is classroom action research through two learning cycles, each cycle consisting of the stages of planning, implementation, observation and reflection. In the first cycle of treatment with their emphasis given training in the first phase up to third in the model Project Based Learning, while the second cycle is given additional treatment with emphasis discussion is collaboration in achieving the best results for each group of products. The results of data analysis showed increased ability to think Students on cognitive and Science Process Skills in the psychomotor.
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Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers
Governor, Donna; Hall, Jori; Jackson, David
2013-01-01
This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…
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Enabling People Who Are Blind to Experience Science Inquiry Learning through Sound-Based Mediation
Levy, S. T.; Lahav, O.
2012-01-01
This paper addresses a central need among people who are blind, access to inquiry-based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used…
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"Scaffolding" through Talk in Groupwork Learning
Panselinas, Giorgos; Komis, Vassilis
2009-01-01
In the present study, we develop and deploy a conceptual framework of "scaffolding" in groupwork learning, through the analysis of the pursuit of a learning goal over time. The analysis follows individuals' different experiences of an interaction as well as collective experiences, considering individual attainment as a result of a bi-directional…
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Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy
2017-12-01
In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards self-determining the sciences that are personally meaningful. Furthermore, tying sociocultural experiences with science learning helps generate sociopolitical awareness among students. We collected interview and observation data in an urban elementary classroom over one academic year to understand the value of urban students' sociocultural experiences in learning science and choosing science activities.
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Utilization of Smartphones in Science Teaching and Learning in Selected Universities in Ghana
Twum, Rosemary
2017-01-01
This study was designed to examine the use of mobile phone, a widespread technology, and determined how this technology influences science students' learning. The study intended to examine the use of smartphones in science teaching and learning and propose of model in the use of smartphones for teaching and learning. The research design employed…
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Engaging in vocabulary learning in science: the promise of multimodal instruction
Townsend, Dianna; Brock, Cynthia; Morrison, Jennifer D.
2018-02-01
To a science 'outsider', science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students' (N = 59) growth in academic vocabulary as it relates to their teacher's instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57) = 2.32, p = .024 and of discipline-specific science words, t(57) = 3.01, p = .004 in science writing. Results from the qualitative strand of this inquiry contextualised the students' learning of academic vocabulary as it relates to their teacher's instructional practices and intentions as well as the students' perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher's intentional use of resources supported students' academic vocabulary growth. Implications for research and instruction with science language are shared.
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Apodaca, Timothy R; Jackson, Kristina M; Borsari, Brian; Magill, Molly; Longabaugh, Richard; Mastroleo, Nadine R; Barnett, Nancy P
2016-02-01
To identify individual therapist behaviors which elicit client change talk or sustain talk in motivational interviewing sessions. Motivational interviewing sessions from a single-session alcohol intervention delivered to college students were audio-taped, transcribed, and coded using the Motivational Interviewing Skill Code (MISC), a therapy process coding system. Participants included 92 college students and eight therapists who provided their treatment. The MISC was used to code 17 therapist behaviors related to the use of motivational interviewing, and client language reflecting movement toward behavior change (change talk), away from behavior change (sustain talk), or unrelated to the target behavior (follow/neutral). Client change talk was significantly more likely to immediately follow individual therapist behaviors [affirm (p=.013), open question (pmotivational interviewing can either elicit both client change talk and sustain talk or suppress both types of client language. Affirm was the only therapist behavior that both increased change talk and also reduced sustain talk. Copyright © 2015 Elsevier Inc. All rights reserved.
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Shahzadi, Uzma; Shaheen, Gulnaz; Shah, Ashfaque Ahmed
2012-01-01
The study was intended to compare the quality of teaching learning process in the faculty of social science and science at University of Sargodha. This study was descriptive and quantitative in nature. The objectives of the study were to compare the quality of teaching learning process in the faculty of social science and science at University of…
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Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura
2015-06-01
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 environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.
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Regional climate science: lessons and opportunities
Mote, P. W.; Miles, E. L.; Whitely Binder, L.
2008-12-01
Since its founding in 1995, the Climate Impacts Group (CIG) at the University of Washington (UW) has achieved remarkable success at translating global- and regional-scale science into forms and products that are useful to, and used by, decision-makers. From GCM scenarios to research on the connection between global climate patterns and locally important factors like floods and wildfires, CIG's strong physical science foundation is matched by a vigorous and successful outreach program. As a result, CIG and its partner the Office of Washington State Climatologist at UW have made substantial progress at bridging the gap between climate science and decision-making, and are deeply involved in advising all levels of government and many business interests on adapting to climate variability and change. This talk will showcase some of the specific activities and tools, describe lessons learned, and illustrate how such efforts fit into a "National Climate Service."
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Symposium 1: Investigating Teaching Practices that Promote Learning in Science Lessons
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Eduardo F. Mortimer
2014-05-01
Full Text Available In this talk we use the notion of communicative approach, as outlined in our book (Mortimer & Scott 2003, as a way of highlighting the science teaching practices carried out by two teachers, one Brazilian and the other British. The characteristics that emerge from these practices demonstrate that teaching for meaningful learning involves progressive shifting between authoritative and dialogic communicative approaches. On the one hand, dialogic discourse is open to different points of view. The discourse direction changes as ideas are introduced and explored and the teachers assume a neutral position, avoiding evaluative comments and encouraging and probing student ideas. On the other hand, authoritative discourse focuses on a single perspective, normally the school science view. The discourse direction is prescribed in advance and the authority of teacher is clear: he/she acts as a gatekeeper to points of view, through reshaping, ignoring, rejecting student ideas. The relationship between dialogic and authoritative approaches is that dialogic exploration of both everyday and scientific views requires resolution through authoritative guidance by the teacher. In shifting between dialogic and authoritative discourses these two teachers shows a number of pedagogical skills: they sustain a line of speech and thought, through which ideas are introduced, reviewed and consolidated in a cumulative process involving the creation of temporal links. They also monitor and follow the students’ understanding. They sistematicaly progress from the phenomenon to the description and explanation. And they select carefully developed activities to ensure the advancement of the scientific story. They also show affective and emotional skills, systematically encouraging the participation of all members of the class,offering approval, modeling the enthusiasm, recalling individual ideas and arguments of the students and linking to their names, and being consistent
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Directory of Open Access Journals (Sweden)
C. Sousa
2016-03-01
Full Text Available The main objective of the present work is the selection and integration of objectives and methods of education for gender equity within the Life and Earth Sciences’ learning environments in the current portuguese frameworks of middle and high school. My proposal combines inquiry learning-teaching methods with the aim of promoting gender equity, mainly focusing in relevant 20th century women-scientists with a huge contribute to the History of Science. The hands-on and minds-on activities proposed for high scholl students of Life and Earth Sciences onstitute a learnig environment enriched in features of science by focusing on the work of two scientists: Lynn Margulis (1938-2011 and her endosymbiosis theory of the origin of life on Earth and Inge Leehman (1888-1993 responsible for a breakthrough regarding the internal structure of Earth, by caracterizing a discontinuity within the nucleus, contributing to the current geophysical model. For middle scholl students the learning environment includes Inge Leehman and Mary Tharp (1920-2006 and her first world map of the ocean floor. My strategy includes features of science, such as: theory-laden nature of scientific knowledge, models, values and socio-scientific issues, technology contributes to science and feminism. In conclusion, I consider that this study may constitute an example to facilitate the implementation, by other teachers, of active inquiry strategies focused on features of science within a framework of social responsibility of science, as well as the basis for future research.
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Lay, Yoon Fah; Chandrasegaran, A. L.
2016-01-01
TIMSS routinely presents very powerful evidence showing that students with more positive motivation toward learning science have substantially higher achievement. The results from TIMSS 2011 are consistent with previous assessments. This study explored the predictive effects of motivation toward learning science on science achievement among…
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Embedding spiritual value through science learning
Johan, H.; Suhandi, A.; Wulan, A. R.; Widiasih; Ruyani, A.; Karyadi, B.; Sipriyadi
2018-05-01
The purpose of this study was to embed spiritual value through science learning program especially earth planet. Various phenomena in earth planet describe a divinity of super power. This study used quasi experimental method with one group pre-test-post-test design. Convenience sampling was conducted in this study. 23 pre-service physics teacher was involved. Pre-test and post-test used a questionnaire had been conducted to collected data of spiritual attitude. Open ended question had been utilized at post-test to collected data. A fourth indicators of spiritual value related to divinity of God was used to embed spiritual value. The results show a shifted of students’ awareness to divinity of God. Before implementing the earth planet learning, 85.8% of total students strongly agree that learning activity embed spiritual value while after learning process, it increased be 93.4%. After learning earth planet, it known that students’ spiritual value was influenced by character of earth planet concept which unobservable and media visual which display each incredible phenomena process in our earth planet. It can be concluded that spiritual value can be embedded through unobservable phenomena of during learning earth planet process.
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Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Dorph, Rena; Schunn, Christian D.; Crowley, Kevin
2017-01-01
The Coalition for Science After School highlights the dual nature of outcomes for science learning during out-of- school time (OST): Learning experiences should not only be positive in the moment, but also position youth for future success. Several frameworks speak to the first set of immediate outcomes--what youth learn, think, and feel as the…
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DEFF Research Database (Denmark)
2012-01-01
Talking Mats are visualizations in the handy size of a set of cards used to support interviews with people with mental disabilities.......Talking Mats are visualizations in the handy size of a set of cards used to support interviews with people with mental disabilities....
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Distance Learning and Skill Acquisition in Engineering Sciences: Present State and Prospects
Potkonjak, Veljko; Jovanovic, Kosta; Holland, Owen; Uhomoibhi, James
2013-01-01
Purpose: The purpose of this paper is to present an improved concept of software-based laboratory exercises, namely a Virtual Laboratory for Engineering Sciences (VLES). Design/methodology/approach: The implementation of distance learning and e-learning in engineering sciences (such as Mechanical and Electrical Engineering) is still far behind…
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TOPICAL CASUAL TALKS AS RESPONSIVE LISTENING AND SPEAKING PERFORMANCES OF BEGINNERS
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Taranindya Zulhi Amalia
2017-04-01
Full Text Available Global communication concern brings human to be familiar with English as early as possible. Nowadays beginner students started English orally in elementary school even kindergarten. At this moment, they dealth with listening and speaking skills and put them into practice. When they came down to English, some beginners feel uncomfortable in their learning because of facing formal situation. The beginners who were typically keen on playing and having fun comfortably could not be treated in teaching-learning that was usually presented to intermediate level or adult. Teachers had to create informal situation so that they were more relaxed and got chemistry one another. Dealing with comfortable zone put into informal situation in listening and speaking practices for the beginners, this study focused on topical casual talks. It set up a relaxed spot in order to explore effective communication related to their subject matters. The teachers/tutors could apply one of classroom listening and speaking performance types, responsive. This study used qualitative approach. While it refered to library research. The primary source was Elementary School Silabus. Whereas the secondary data sources were English teaching-learning books. This issue discussed about listening and speaking skills for beginners. The beginners classified into age 6-8. In listening section, the students processed teacher talk instantly. Afterwards in speaking, suitable direct short response answered the teacher talk. This action could be assessed by subjective test in the form of wh-questions and short answers test. Ultimately, the next comparable studies may converse different competences and performances for beginners or any levels.
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Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei
2017-12-01
Based on the cognitive-affective theory, the present study designed a science inquiry learning model, predict-observe-explain (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning process, as well as the learning progress, a pretest and a posttest were given to 152 grade 5 elementary school students. The students practiced WhyWhy during six sessions over 6 weeks, and data related to interest in learning science (ILS), cognitive anxiety (CA), and extraneous cognitive load (ECL) were collected and analyzed through confirmatory factor analysis with structure equation modeling. The results showed that students with high ILS have low CA and ECL. In addition, the results also indicated that students with a high level of self-confidence enhancement showed significant improvement in the posttest. The implications of this study suggest that by using technology-enhanced science learning, the POE model is a practical approach to motivate students to learn.
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Promising Teacher Practices: Students' Views about Their Science Learning
Moeed, Azra; Easterbrook, Matthew
2016-01-01
Internationally, conceptual and procedural understanding, understanding the Nature of Science, and scientific literacy are considered worthy goals of school science education in modern times. The empirical study presented here reports on promising teacher practices that in the students' views afford learning opportunities and support their science…
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Service-Learning in the Environmental Sciences for Teaching Sustainability Science
Truebe, S.; Strong, A. L.
2016-12-01
Understanding and developing effective strategies for the use of community-engaged learning (service-learning) approaches in the environmental geosciences is an important research need in curricular and pedagogical innovation for sustainability. In 2015, we designed and implemented a new community-engaged learning practicum course through the Earth Systems Program in the School of Earth, Energy and Environmental Sciences at Stanford University focused on regional open space management and land stewardship. Undergraduate and graduate students partnered with three different regional land trust and environmental stewardship organizations to conduct quarter-long research projects ranging from remote sensing studies of historical land use, to fire ecology, to ranchland management, to volunteer retention strategies. Throughout the course, students reflected on the decision-making processes and stewardship actions of the organizations. Two iterations of the course were run in Winter and Fall 2015. Using coded and analyzed pre- and post-course student surveys from the two course iterations, we evaluate undergraduate and graduate student learning outcomes and changes in perceptions and understanding of sustainability science. We find that engagement with community partners to conduct research projects on a wide variety of aspects of open space management, land management, and environmental stewardship (1) increased an understanding of trade-offs inherent in sustainability and resource management and (2) altered student perceptions of the role of scientific information and research in environmental management and decision-making. Furthermore, students initially conceived of open space as purely ecological/biophysical, but by the end of the course, (3) their understanding was of open space as a coupled human/ecological system. This shift is crucial for student development as sustainability scientists.
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The Learning Sciences and Liberal Education
Budwig, Nancy
2013-01-01
This article makes the case for a new framing of liberal education based on several decades of research emerging from the learning and developmental sciences. This work suggests that general knowledge stems from acquiring both the habits of mind and repertoires of practice that develop from participation in knowledge-building communities. Such…
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Cooperative Learning about Nature of Science with a Case from the History of Science
Wolfensberger, Balz; Canella, Claudia
2015-01-01
This paper reports a predominantly qualitative classroom study on cooperative learning about nature of science (NOS) using a case from the history of science. The purpose of the research was to gain insight into how students worked with the historical case study during cooperative group work, how students and teachers assessed the teaching unit,…
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Co-Constructing Writing Knowledge: Students' Collaborative Talk across Contexts
Winzenried, Misty Anne; Campbell, Lillian; Chao, Roger; Cardinal, Alison
2017-01-01
Although compositionists recognize that student talk plays an important role in learning to write, there is limited understanding of how students use conversational moves to collaboratively build knowledge about writing across contexts. This article reports on a study of focus group conversations involving first-year students in a cohort program.…
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Directory of Open Access Journals (Sweden)
Ni Made Dwi Antari
2016-10-01
Abstract TIK learning must have to prepared student’s activities and creativities to obtained the own knowledge by means of learning process. An appropriate learning model election agree with students characteristics would help an success learning. The comparative study research would have to compared both of learning model, to know which model was better. This research aimed to know (1 The influenced about the result of students’ TIK study used Talking stick and Snowball Throwing learning model (2 the highest result of study between Talking stick and Snowball Throwing learning model (3 the students’ response toward Talking stick and Snowball Throwing learning model application. Kind of this research was quasi experiment by Post Test Only with Non Equivalent Control Group Design. The data accumulation done by multiple choice tests to measured cognitive domain and skill test to psychomotor domain. The students’ result study analyzed by prerequisite test was normality test and homogeneity by the result of the three group which normal distribution and homogeneous, continued by hypothesis test used a strip Anova then continued by t-Sheffe The result of one way onova exist a significance influenced on the used of Talking Stick leaarning model, Snowball Throwing and conventional. Because of thee was a significance difereences between each partner. Afterwards, seen from the result average of study can be concluded the Talking Stick learning model better than the higest result average of study. Meanwhile, the respond of used questionnaire method, the result of Talking stick model questionnaire known 36% very positive responses, 61% positive responses and 3% positive sufficient responses. Then, Snowball Throwing model known 25% very positive responses, 67% positive responses, and 8% positive sufficient responses. Keywords : The Comparrative Study, TIK, Talking stick, Snowball Throwing, the study result, students’ respond
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Van Horne, Katie
This dissertation investigates the implementation issues and the educational opportunities associated with "taking the practice turn" in science education. This pedagogical shift focuses instructional experiences on engaging students in the epistemic practices of science both to learn the core ideas of the disciplines, as well as to gain an understanding of and personal connection to the scientific enterprise. In Chapter 2, I examine the teacher-researcher co-design collaboration that supported the classroom implementation of a year-long, project-based biology curriculum that was under development. This study explores the dilemmas that arose when teachers implemented a new intervention and how the dilemmas arose and were managed throughout the collaboration of researchers and teachers and between the teachers. In the design-based research of Chapter 3, I demonstrate how students' engagement in epistemic practices in contemporary science investigations supported their conceptual development about genetics. The analysis shows how this involved a complex interaction between the scientific, school and community practices in students' lives and how through varied participation in the practices students come to write about and recognize how contemporary investigations can give them leverage for science-based action outside of the school setting. Finally, Chapter 4 explores the characteristics of learning environments for supporting the development of scientific practice-linked identities. Specific features of the learning environment---access to the intellectual work of the domain, authentic roles and accountability, space to make meaningful contributions in relation to personal interests, and practice-linked identity resources that arose from interactions in the learning setting---supported learners in stabilizing practice-linked science identities through their engagement in contemporary scientific practices. This set of studies shows that providing students with the
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Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng
2015-01-01
Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…
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Learning of science concepts within a traditional socio-cultural ...
African Journals Online (AJOL)
The learning of science concepts within a traditional socio-cultural environment were investigated by looking at: 1) the nature of \\"cognitive border crossing\\" exhibited by the students from the traditional to the scientific worldview, and 2) whether or not three learning theories / hypotheses: border crossing, collaterality, and ...
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An Interactive Robotic Fish Exhibit for Designed Settings in Informal Science Learning
Phamduy, Paul; Leou, Mary; Milne, Catherine; Porfiri, Maurizio
2017-01-01
Informal science learning aims to improve public understanding of STEM. Free-choice learners can be engaged in a wide range of experiences, ranging from watching entertaining educational videos to actively participating in hands-on projects. Efforts in informal science learning are often gauged by their ability to elicit interaction, to foster…
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Professional learning communities (PLCs) for early childhood science education
Eum, Jungwon
This study explored the content, processes, and dynamics of Professional Learning Community (PLC) sessions. This study also investigated changes in preschool teachers' attitudes and beliefs toward science teaching after they participated in two different forms of PLCs including workshop and face-to-face PLC as well as workshop and online PLC. Multiple sources of data were collected for this study including participant artifacts and facilitator field notes during the PLC sessions. The participants in this study were eight teachers from NAEYC-accredited child care centers serving 3- to 5-year-old children in an urban Midwest city. All teachers participated in a workshop entitled, "Ramps and Pathways." Following the workshop, the first group engaged in face-to-face PLC sessions and the other group engaged in online PLC sessions. Qualitative data were collected through audio recordings, online archives, and open-ended surveys. The teachers' dialogue during the face-to-face PLC sessions was audiotaped, transcribed, and analyzed for emerging themes. Online archives during the online PLC sessions were collected and analyzed for emerging themes. Four main themes and 13 subthemes emanated from the face-to-face sessions, and 3 main themes and 7 subthemes emanated from the online sessions. During the face-to-face sessions, the teachers worked collaboratively by sharing their practices, supporting each other, and planning a lesson together. They also engaged in inquiry and reflection about their science teaching and child learning in a positive climate. During the online sessions, the teachers shared their thoughts and documentation and revisited their science teaching and child learning. Five themes and 15 subthemes emanated from the open-ended survey responses of face-to-face group teachers, and 3 themes and 7 subthemes emanated from the open-ended survey responses of online group teachers. Quantitative data collected in this study showed changes in teachers' attitudes and
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Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science
Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling
2014-10-01
Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.
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A community of curious souls: an analysis of commenting behavior on TED talks videos.
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Andrew Tsou
Full Text Available The TED (Technology, Entertainment, Design Talks website hosts video recordings of various experts, celebrities, academics, and others who discuss their topics of expertise. Funded by advertising and members but provided free online, TED Talks have been viewed over a billion times and are a science communication phenomenon. Although the organization has been derided for its populist slant and emphasis on entertainment value, no previous research has assessed audience reactions in order to determine the degree to which presenter characteristics and platform affect the reception of a video. This article addresses this issue via a content analysis of comments left on both the TED website and the YouTube platform (on which TED Talks videos are also posted. It was found that commenters were more likely to discuss the characteristics of a presenter on YouTube, whereas commenters tended to engage with the talk content on the TED website. In addition, people tended to be more emotional when the speaker was a woman (by leaving comments that were either positive or negative. The results can inform future efforts to popularize science amongst the public, as well as to provide insights for those looking to disseminate information via Internet videos.
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Schwartz, Mila; Gorbatt, Naomi
2016-01-01
Language-focused listening to young children's talk provides insight into their internal thinking mechanisms regarding language as they engage in language learning. The aim of this exploratory longitudinal study was to examine and analyze children's meta-linguistic talk and its main characteristics in a bilingual Arabic-Hebrew-speaking preschool.…
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Perceptions versus Realities: Exploring Needs and Science Learning Outcomes In the Mississippi Delta
Fitts, Lacey S.
The Mississippi Delta (MS Delta) is a high-poverty region in northwestern Mississippi located between the Mississippi and Yazoo rivers. The Delta is home to sixteen rural counties with over seventy failing or underperforming schools. Many of these schools lack the resources necessary to ensure adequate opportunities for all students. Learning outcomes for the state are among the lowest in the nation, and scores in the rural Delta are far below the state average. Graduating seniors take the ACT college entrance exam, with about 10% of Mississippi seniors scoring as "college-ready" in science. The region has a critical shortage of science teachers, and many schools do not offer advanced science courses. This study assessed teachers' needs, identified key characteristics of the secondary science programs in which they teach, and sought to understand conditions affecting science learning outcomes. An inventory of science teachers' needs was administered to teachers in the region. The greatest needs were material resources, high quality training, and strategies for improving poor reading and problem-solving skills of students. Of the factors examined, the percentage of students receiving free lunch had the strongest correlation with science learning outcomes in the school, higher than access to resources, number of science courses offered, and level of self-reported teacher need. A three-tiered approach to improving science learning outcomes has been developed, emphasizing community relationships, targeted professional development, and relevant science curriculum.
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Perspectives on learning through research on critical issues-based science center exhibitions
Pedretti, Erminia G.
2004-07-01
Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings.
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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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Jenkins, Jon M.
2017-01-01
The experience acquired through development, implementation and operation of the KeplerK2 science pipelines can provide lessons learned for the development of science pipelines for other missions such as NASA's Transiting Exoplanet Survey Satellite, and ESA's PLATO mission.
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The Role of Emotion in Informal Science Learning: Testing an Exploratory Model
Staus, Nancy L.; Falk, John H.
2017-01-01
Although there is substantial research on the effect of emotions on educational outcomes in the classroom, relatively little is known about how emotion affects learning in informal science contexts. We examined the role of emotion in the context of an informal science learning experience by utilizing a path model to investigate the relationships…
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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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Commentary on "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning"
Hewitt, Jim
2015-01-01
The article, "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning" is an interesting study that operates at the intersection of learning theory and learning analytics. The authors observe that the relationship between learning theory and research in the learning analytics field is constrained by several…
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Part Two: Learning Science Through Digital Video: Student Views on Watching and Creating Videos
Wade, P.; Courtney, A. R.
2014-12-01
The use of digital video for science education has become common with the wide availability of video imagery. This study continues research into aspects of using digital video as a primary teaching tool to enhance student learning in undergraduate science courses. Two survey instruments were administered to undergraduate non-science majors. Survey One focused on: a) What science is being learned from watching science videos such as a "YouTube" clip of a volcanic eruption or an informational video on geologic time and b) What are student preferences with regard to their learning (e.g. using video versus traditional modes of delivery)? Survey Two addressed students' perspectives on the storytelling aspect of the video with respect to: a) sustaining interest, b) providing science information, c) style of video and d) quality of the video. 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. The storytelling aspect of each video was also addressed by students. Students watched 15-20 shorter (3-15 minute science videos) created within the last four years. Initial results of this research support that shorter video segments were preferred and the storytelling quality of each video related to student learning.
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Directory of Open Access Journals (Sweden)
Donna M. Kridelbaugh
2015-11-01
Full Text Available Citizen science is becoming even more accessible to the general public through technological advances in the development of mobile applications, facilitating information dissemination and data collection. With the advent of “big data,” many citizen-science projects designed to help researchers sift through piles of research data now exist entirely online, either in the form of playing a game or via other digital avenues. Recent trends in citizen science have also focused on “crowdsourcing” solutions from the general public to help solve societal issues, often requiring nothing more than brainstorming and a computer to submit ideas. Online citizen science thus provides an excellent platform to expand the accessibility of experiential learning opportunities for a broad range of nonmajor science students at institutions with limited resources (e.g., community colleges. I created an activity for a general microbiology lecture to engage students in hands-on experiences via participation in online citizen-science projects. The objectives of the assignment were for students to: 1 understand that everyone can be a scientist; 2 learn to be creative and innovative in designing solutions to health and science challenges; and 3 further practice science communication skills with a written report. This activity is designed for introductory science courses with nonmajor science students who have limited opportunities to participate in undergraduate research experiences.
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Factors Contributing to Lifelong Science Learning: Amateur Astronomers and Birders
Jones, M. Gail; Corin, Elysa Nicole; Andre, Thomas; Childers, Gina M.; Stevens, Vanessa
2017-01-01
This research examined lifelong science learning reported by amateur astronomers and birders. One hundred seven adults who reported engaging in an informal (out-of-school) science interest were interviewed as part of an ongoing series of studies of lifelong science learners. The goal of the study was to gain insight into how and why amateur…
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Designing learning spaces for interprofessional education in the anatomical sciences.
Cleveland, Benjamin; Kvan, Thomas
2015-01-01
This article explores connections between interprofessional education (IPE) models and the design of learning spaces for undergraduate and graduate education in the anatomical sciences and other professional preparation. The authors argue that for IPE models to be successful and sustained they must be embodied in the environment in which interprofessional learning occurs. To elaborate these arguments, two exemplar tertiary education facilities are discussed: the Charles Perkins Centre at the University of Sydney for science education and research, and Victoria University's Interprofessional Clinic in Wyndham for undergraduate IPE in health care. Backed by well-conceived curriculum and pedagogical models, the architectures of these facilities embody the educational visions, methods, and practices they were designed to support. Subsequently, the article discusses the spatial implications of curriculum and pedagogical change in the teaching of the anatomical sciences and explores how architecture might further the development of IPE models in the field. In conclusion, it is argued that learning spaces should be designed and developed (socially) with the expressed intention of supporting collaborative IPE models in health education settings, including those in the anatomical sciences. © 2015 American Association of Anatomists.
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Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science
Wang, Ya-Ling; Tsai, Chin-Chung
2017-08-01
Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, memorizing, testing, and calculating and practicing were categorized as reproductive conceptions of learning science, while increase of knowledge, applying, understanding and seeing-in-a-new-way were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed understanding, seeing-in-a-new-way, and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between testing and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and deep motive were tighter with the increase in grade level.
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Learning Science in Informal Environments: People, Places, and Pursuits
Bell, Philip, Ed.; Lewenstein, Bruce, Ed.; Shouse, Andrew W., Ed.; Feder, Michael A., Ed.
2009-01-01
Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and…
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Science Learning via Multimedia Portal Resources: The Scottish Case
Elliot, Dely; Wilson, Delia; Boyle, Stephen
2014-01-01
Scotland's rich heritage in the field of science and engineering and recent curricular developments led to major investment in education to equip pupils with improved scientific knowledge and skills. However, due to its abstract and conceptual nature, learning science can be challenging. Literature supports the role of multimedia technology in…
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Directory of Open Access Journals (Sweden)
Zacharoula Smyrnaiou
2017-10-01
Full Text Available Fostering Responsible Research and Innovation (RRI is the next big step in the methodological teaching of Science. This is the solution towards an open classroom and innovation system of learning. The school science teaching needs to become more engaging. Science education should be an essential component of a learning continuum not only in classroom, but also for all, from pre- school to active engaged citizenship. "The Learning Science Through Theatre" Initiative creates a network of knowledge and collaboration between different communities by learning about science through other disciplines and learning about other disciplines through science. Forty Three (43 theatrical performances during the school years 2014-2016 were organized by secondary school students (2000 subjects which embed both scientific concepts and cultural/ social elements which are expressed by embodied, verbal interaction and analogies. The methodology constitutes a merging of qualitative, quantitative and grounded theory analysis. The data were classified into categories and they were cross- checked by registrations forms, filled by the teachers. Results show that the acquisition of knowledge is successful with the co- existence of multiple semiotic systems and the theatrical performances are compatible with the principles of RRI.
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Yang, Fang-Ying; Liu, Shiang-Yao; Hsu, Chung-Yuan; Chiou, Guo-Li; Wu, Hsin-Kai; Wu, Ying-Tien; Chen, Sufen; Liang, Jyh-Chong; Tsai, Meng-Jung; Lee, Silvia W.-Y.; Lee, Min-Hsien; Lin, Che-Li; Chu, Regina Juchun; Tsai, Chin-Chung
2018-01-01
The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was…
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Resiliency and collateral learning in science in some students of cree ancestry
Sutherland, Dawn
2005-07-01
In the context of schooling, resiliency refers to the ability to thrive academically despite adverse circumstances. In this study the relationship between academic resilience and student's collateral learning is explored in 20 students of Cree ancestry. The individual resilience of each student was examined by identifying protective factors for school leaving within the microsystem of each student's ecological framework. Student responses to questions related to motivation and engagement were ranked. In addition, students' perception of the influence of family and peers on individual attributes toward schooling was ranked.To gain insight into the collateral learning aspects of science learning in Cree students, the participants in this study were asked to reflect on their learning strategies through the use of critical incidents. The relationship between collateral learning and resiliency was also explored.This study found that students possessing a greater number of protective factors were more likely to learn science in a way described by Jegede's collateral learning theory. Responses to critical incidents indicate some Cree students hold at least two sources of knowledge to explain some science concepts and therefore may adopt a collateral learning strategy. The importance these students place on earned or experiential knowledge is evident in the interviews. Some suggestions for classroom instruction are offered in conclusion.
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Longhurst, Max L.
Understanding factors that impact teacher utilization of learning from professional development is critical in order maximize the educational and financial investment in teacher professional learning. This study used a multicase mixed quantitative and qualitative methodology to investigate the factors that influence teacher adoption, adaption, or abandonment of learning from science teacher professional development. The theoretical framework of activity theory was identified as a useful way to investigate the phenomenon of teacher appropriation of pedagogical practices from professional development. This framework has the capacity to account for a multitude of elements in the context of a learning experience. In this study educational appropriation is understood through a continuum of how an educator acquires and implements both practical and conceptual aspects of learning from professional development within localized context. The variability associated with instructional changes made from professional development drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify two participants from a group of eighth-grade science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in integrated science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting eight factors that influence conceptual and practical tools with the development of ownership of pedagogical practices in the appropriation hierarchy. Recommendations are shared with professional development developers, providers, and participants in anticipation that future science teaching experiences might be informed by findings from this study.
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The Use of Mobile Learning in Science: A Systematic Review
Crompton, Helen; Burke, Diane; Gregory, Kristen H.; Gräbe, Catharina
2016-01-01
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…
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Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol
2016-01-01
Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning,…
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THE MEDIATING ROLE OF SCIENCE MUSEUM IN STRUCTURING AND SYNTHESIS OF LEARNING
Directory of Open Access Journals (Sweden)
Fanny Angulo Delgado
2016-10-01
Full Text Available Understanding the mediating role of science museum in learning scientific content in school, it involves reflecting on the contributions of research to the question of what and how people learn in non-conventional educational settings. It has been shown that most people spend less than 3% of their lives learning in school, which emphasizes the importance of conceptualizing what they are and how much of their learning take place. While that question is resolved, it speaks at this bioassay on the complementary relationship between the museum and the school, as both institutions share the same educational purpose, but differ in the ways of achieving it. The science museum joins the class as a mediator that facilitates student learning as part of an education that promotes understanding of the phenomena of the world through models, which means that school learning goes in stages, one of which is that students have opportunity to structure new knowledge and synthesize on its own model. For this it is necessary that students speak, read, listen and write in science class, while the thought is expressed in language to attest to the facts. These communication skills arise in science class as indicators of mediation exercised by the museum and allow us to understand that it takes place in at least two dimensions: museographic and didactics.
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Sha, Li; Schunn, Christian; Bathgate, Meghan; Ben-Eliyahu, Adar
2016-01-01
How is a child's successful participation in science learning shaped by their family's support? We focus on the critical time period of early adolescents, testing (i) whether the child's perception of family support is important for both choice preferences to participate in optional learning experiences and engagement during science learning, and…
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Learning Styles of Mexican Food Science and Engineering Students
Palou, Enrique
2006-01-01
People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. Given the almost unlimited variety of job descriptions within food science and engineering, it is safe to say that students with every possible learning style have the potential to succeed as food scientists and engineers.…
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Formal, Non-Formal and Informal Learning in the Sciences
Ainsworth, Heather L.; Eaton, Sarah Elaine
2010-01-01
This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to the field of sciences and engineering in Canada and the United States, including professional development of adults working in these fields. It offers…
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Vann-Hamilton, Joy J.
Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students' aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students' backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students' engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 high-school participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the non-multicultural version of the multimedia science curriculum. Descriptive statistics for the study's participants and the survey items, as well as Cronbach's alpha coefficient for internal consistency reliability with respect to the survey subscales, were
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Luengam, Piyanuch; Tupsai, Jiraporn; Yuenyong, Chokchai
2018-01-01
This study reported Grade 7 students' normative decision making in teaching and learning about global warming through science technology and society (STS) approach. The participants were 43 Grade 7 students in Sungkom, Nongkhai, Thailand. The teaching and learning about global warming through STS approach had carried out for 5 weeks. The global warming unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' normative decision making was collected during their learning by questionnaire, participant observation, and students' tasks. Students' normative decision making were analyzed from both pre-and post-intervention and students' ideas during the intervention. The aspects of normative include influences of global warming on technology and society; influences of values, culture, and society on global warming; and influences of technology on global warming. The findings revealed that students have chance to learn science concerning with the relationship between science, technology, and society through their giving reasons about issues related to global warming. The paper will discuss implications of these for science teaching and learning through STS in Thailand.
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Toward enhanced learning of science: An educational scheme for informal science institutions
Suzuki, Midori
Current educational operation for informal science institutions tend to be based on the staff's experience and intuition rather than on educational theories or research findings. This status study sought research evidence for an educational scheme to give informal science institutions. Evidence for this scheme came from surveys to determine specific circumstances of educational operations and visitor behaviors. The Provus discrepancy model, seeking gaps between the actual and desired states, guided this investigation of how informal science education institution staff view the nature and status of educational operations. Another investigation sought visitors' views of the effectiveness of the main idea for exhibit understanding (n=68 for each group of with the main idea and without the main idea), effective labels (n=68), expectations toward on-site lessons(n=22 and 65 for student groups, and n=2 for teachers), and possibilities for assessments of museum operations. Institutional data were collected via a web portal, with a separate site created for administrators (n=41), exhibit developers (n=21), and program planners (n=35). The survey asked about actual and desired states in terms of goals and roles of staff, contents of exhibits and programs, assessment, and professional development. The four visitor surveys were administered individually at the North Carolina Museum of Natural Sciences. The institutional survey found that most institutions focus on attitudinal reinforcement rather than visitor learning, do not overtly value research or long-term assessment, and value partnerships with K-12 schools more than other groups. It is also clarified that the staff do not have a clear vision of the nature or function of an operations manuals. Large gaps were found between the actual and desired states in terms of assessment (administrators, exhibit developers, and program planners), professional development (exhibit developers and program planners), and partnerships
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Internet-Based Science Learning: A Review of Journal Publications
Lee, Silvia Wen-Yu; Tsai, Chin-Chung; Wu, Ying-Tien; Tsai, Meng-Jung; Liu, Tzu-Chien; Hwang, Fu-Kwun; Lai, Chih-Hung; Liang, Jyh-Chong; Wu, Huang-Ching; Chang, Chun-Yen
2011-01-01
Internet-based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty-five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet-based science…
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STENCIL: Science Teaching European Network for Creativity and Innovation in Learning
Cattadori, M.; Magrefi, F.
2013-12-01
STENCIL is an european educational project funded with support of the European Commission within the framework of LLP7 (Lifelong Learning Programme) for a period of 3 years (2011 - 2013). STENCIL includes 21 members from 9 European countries (Bulgaria, Germany, Greece, France, Italy, Malta, Portugal, Slovenia, Turkey.) working together to contribute to the general objective of improving science teaching, by promoting innovative methodologies and creative solutions. Among the innovative methods adept a particolar interest is a joint partnership between a wide spectrum of type of institutions such as schools, school authorities, research centres, universities, science museums, and other organizations, representing differing perspectives on science education. STENCIL offers to practitioners in science education from all over Europe, a platform; the web portal - www.stencil-science.eu - that provides high visibility to schools and institutions involved in Comenius and other similar European funded projects in science education. STENCIL takes advantage of the positive results achieved by the former European projects STELLA - Science Teaching in a Lifelong Learning Approach (2007 - 2009) and GRID - Growing interest in the development of teaching science (2004-2006). The specific objectives of the project are : 1) to identify and promote innovative practices in science teaching through the publication of Annual Reports on Science Education; 2) to bring together science education practitioners to share different experiences and learn from each other through the organisation of periodical study visits and workshops; 3) to disseminate materials and outcomes coming from previous EU funded projects and from isolated science education initiatives through the STENCIL web portal, as well as through international conferences and national events. This contribution aims at explaining the main features of the project together with the achieved results during the project's 3 year
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CERN. Geneva
2015-01-01
ALICE is the LHC experiment dedicated to the study of Heavy Ion collisions. In particular, the detector features low momentum tracking and vertexing, and comprehensive particle identification capabilities. In a single central heavy ion collision at the LHC, thousands of particles per unit rapidity are produced, making the data volume, track reconstruction and search of rare signals particularly challenging. Data science and machine learning techniques could help to tackle some of the challenges outlined above. In this talk, we will discuss some early attempts to use these techniques for the processing of detector signals and for the physics analysis. We will also highlight the most promising areas for the application of these methods.
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Exploring Students' Conceptions of Science Learning via Drawing: A Cross-Sectional Analysis
Hsieh, Wen-Min; Tsai, Chin-Chung
2017-01-01
This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence…
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Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.
2015-12-01
In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.
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Martínez-Álvarez, Patricia
2017-09-01
The field of bilingual special education is currently plagued with contradictions resulting in a serious underrepresentation of emergent bilinguals with learning disabilities in professional science fields. This underrepresentation is due in large part to the fact that educational systems around the world are inadequately prepared to address the educational needs of these children; this inadequacy is rooted in a lack of understanding of the linguistic and cultural factors impacting learning. Accepting such a premise and assuming that children learn in unexpected ways when instructional practices attend to culture and language, this study documents a place-based learning experience integrating geoscience and literacy in a fourth-grade dual language classroom. Data sources include transcribed audio-taped conversations from learning experience sessions and interviews that took place as six focus children, who had been identified as having specific learning disabilities, read published science texts (i.e. texts unaltered linguistically or conceptually to meet the needs of the readers). My analysis revealed that participants generated responses that were often unexpected if solely analyzed from those Western scientific perspectives traditionally valued in school contexts. However, these responses were also full of purposeful and rich understandings that revealed opportunities for expansive learning. Adopting a cultural historical activity theory perspective, instructional tools such as texts, visuals, and questions were found to act as mediators impacting the learning in both activity systems: (a) teacher- researcher learning from children, and (b) children learning from teachers. I conclude by suggesting that there is a need to understand students' ways of knowing to their full complexity, and to deliberately recognize teachers as learners, researchers, and means to expansive learning patterns that span beyond traditional learning boundaries.
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DEFF Research Database (Denmark)
Hendricks, Vincent F.
Thought2Talk is a crash course on argument, reasoning and logical method honoring the Swedish poet and Bishop of Lund, Esaias Tegnér, who once said: The words and thoughts of men are born together: To speak obscurely is to think obscurely. In 100 humorous yet erudite pages, Thought2Talk takes the...... the reader through key concepts like statement, argument, validity, fallacy, modality and demonstration.......Thought2Talk is a crash course on argument, reasoning and logical method honoring the Swedish poet and Bishop of Lund, Esaias Tegnér, who once said: The words and thoughts of men are born together: To speak obscurely is to think obscurely. In 100 humorous yet erudite pages, Thought2Talk takes...
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Accessible Article: Involving People with Learning Disabilities in Research
Garbutt, Ruth; Tattersall, John; Dunn, Jo; Boycott-Garnett, Rachel
2010-01-01
This is an article that talks about our research about sex and relationships for people with learning disabilities. It talks about how people with learning disabilities have been fully involved in the research. (Contains 2 footnotes.)
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Choosing Learning Methods Suitable for Teaching and Learning in Computer Science
Taylor, Estelle; Breed, Marnus; Hauman, Ilette; Homann, Armando
2013-01-01
Our aim is to determine which teaching methods students in Computer Science and Information Systems prefer. There are in total 5 different paradigms (behaviorism, cognitivism, constructivism, design-based and humanism) with 32 models between them. Each model is unique and states different learning methods. Recommendations are made on methods that…
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Nejmeh, Brian A
2012-01-01
A road map for service-learning partnerships between information science and nonprofit organizations While service-learning is a well-known educational method for integrating learning experiences with community service, it is only now beginning to emerge in computer and information sciences (CIS). Offering a truly global perspective, this book introduces for the first time an essential framework for service learning in CIS, addressing both the challenges and opportunities of this approach for all stakeholders involved-faculty, students, and community nonprofit organizations (NPOs), both dome
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Assessment of an On-Line Earth System Science Course for Teachers
Shuster, R. D.; Grandgenett, N.
2009-12-01
The University of Nebraska at Omaha (UNO) has been offering on-line Earth System Science coursework to in-service teachers in Nebraska since 2002 through the Earth Systems Science Education Alliance (ESSEA). The goal of this course is to increase teacher content knowledge in Earth Science, introduce them to Earth System Science, and have them experience cooperative learning. We have offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. This effort represents a close collaboration between faculty and students from the Colleges of Arts & Sciences and Education, with periodic assistance of the local schools. In a follow-up study related to ESSEA coursework, UNO examined the perceptions of teachers who have taken the course and the potential benefits of the ESSEA courses for their own educational settings. The study was descriptive in design and included an online survey and a focus group. The results of these assessments indicated that the teachers felt very positive about what they learned in these courses, and in particular, how they could incorporate cooperative learning, inquiry based activities, and Earth System Science interconnections in their own classrooms. Problems identified by the teachers included a perceived lack of time to be able to integrate the learned material into their science curriculua and a lack of computer and/or technological resources in their educational settings. In addition, this Fall, we will conduct two teacher case studies, where we will interview two teachers, visit their classrooms, acquire work samples and talk with students. All of the results of our survey and focus group will be presented.
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Payton, Jamie; Barnes, Tiffany; Buch, Kim; Rorrer, Audrey; Zuo, Huifang
2015-01-01
This study is a follow-up to one published in computer science education in 2010 that reported preliminary results showing a positive impact of service learning on student attitudes associated with success and retention in computer science. That paper described how service learning was incorporated into a computer science course in the context of…
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Reflections on providing sport science support for athletes with learning difficulties.
Hills, Laura; Utley, Andrea
2010-01-01
To highlight the benefits and the need for sport science support for athletes with learning difficulties, and to reflect on our experience of working with the GB squad for athletes with learning difficulties. A review of key and relevant literature is presented, followed by a discussion of the sport science support provision and the issues that emerged in working with athletes with learning difficulties. Pre- and post- physiological tests along with evaluations of athletes' potential to benefit from sport psychology support were conducted. The aim of these tests was to provide information for the athletes and the coaches on fitness levels, to use this information to plan future training, and to identify how well the performance could be enhanced. A case study is presented for one athlete, who had competed in distance events. The focus is the psychological support that was provided. It is clear that athletes with learning difficulties require the same type of sports science support as their mainstream peers. However, sport scientists will need to consider ways to extend their practice in order to provide the appropriate level of support.
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Reed, Carole-Rae; Garcia, Luis Ivan; Slusser, Margaret M.; Konowitz, Sharon; Yep, Jewelry
2017-01-01
Assessing student learning outcomes and determining achievement of the Interprofessional Collaborative Practice (IPCEP) Core Competency of Values/Ethics in a generic pre-professional Bachelor of Science in Health Science (BSHS) program is challenging. A course level Student Learning Outcome (SLO) is: "….articulate the impact of personal…
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Jordan, Rebecca; Gray, Steven; Sorensen, Amanda; Newman, Greg; Mellor, David; Newman, Greg; Hmelo-Silver, Cindy; LaDeau, Shannon; Biehler, Dawn; Crall, Alycia
2016-06-01
Citizen science has generated a growing interest among scientists and community groups, and citizen science programs have been created specifically for conservation. We examined collaborative science, a highly interactive form of citizen science, which we developed within a theoretically informed framework. In this essay, we focused on 2 aspects of our framework: social learning and adaptive management. Social learning, in contrast to individual-based learning, stresses collaborative and generative insight making and is well-suited for adaptive management. Adaptive-management integrates feedback loops that are informed by what is learned and is guided by iterative decision making. Participants engaged in citizen science are able to add to what they are learning through primary data collection, which can result in the real-time information that is often necessary for conservation. Our work is particularly timely because research publications consistently report a lack of established frameworks and evaluation plans to address the extent of conservation outcomes in citizen science. To illustrate how our framework supports conservation through citizen science, we examined how 2 programs enacted our collaborative science framework. Further, we inspected preliminary conservation outcomes of our case-study programs. These programs, despite their recent implementation, are demonstrating promise with regard to positive conservation outcomes. To date, they are independently earning funds to support research, earning buy-in from local partners to engage in experimentation, and, in the absence of leading scientists, are collecting data to test ideas. We argue that this success is due to citizen scientists being organized around local issues and engaging in iterative, collaborative, and adaptive learning. © 2016 Society for Conservation Biology.
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Erdogan, Niyazi
2016-01-01
Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method…
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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
2012-01-01
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,…
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Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G.
2014-01-01
Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in "The museum experience." Whalesback, Washington, 1992; "Learning from…
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Beatty, Barbara; Zigler, Edward
2012-01-01
In this article, Edward Zigler, interviewed by Barbara Beatty, talks about a turning point in the history of Head Start that reveals how policy choices, bureaucracy, and science came together when he was told to phase out the program in 1970. New to Washington, Zigler learned that President Richard M. Nixon's domestic policy advisor Daniel Patrick…
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Directory of Open Access Journals (Sweden)
Wahyuni Sri Utami
2015-03-01
Full Text Available Stenography learning in class X Office Administration 3 at SMK Negeri 1Pemalang indicated the low learning motivation. The purpose of this research was toknow the students’ learning motivation improvement after using talking stick methodwith audio media at Stenography subject in class X Office Administration at SMK N 1Pemalang. It was a classroom action research conducted in three cycles which eachcycle was consisted of planning, implementation, observation, and reflection. The datawere collected by observation and test. Then, the data were analyzed by percentagedescriptive. The results showed that talking stick method with audio media can improvestudents' motivation at Stenography subject in class X Office Administration 3 at SMKN 1 Pemalang. The average of students’ motivation on the first cycle was 63.08%, thenincreased up to 72.08% on the second cycle and finally, it went up to 85.08% on thethird cycle.
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A Framework for Re-thinking Learning in Science from Recent Cognitive Science Perspectives
Tytler, Russell; Prain, Vaughan
2010-10-01
Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative-based representation rather than learners' cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children's learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students' representational resources.
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Beyond Construction: Five arguments for the role and value of critique in learning science
Henderson, J. Bryan; MacPherson, Anna; Osborne, Jonathan; Wild, Andrew
2015-07-01
This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises-Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is essential for epistemic vigilance. Five separate cases are presented which argue that the absence of critique within school science limits the opportunities for students to engage in scientific reasoning making the learning of science less effective. These five arguments incorporate research literature surrounding the nature of science, epistemology, literacy, pedagogy, and motivation. Furthermore, we draw on data collected from cognitive think-aloud interviews to show that students can, with the appropriate prompts, engage in the important epistemic activity of critique. We conclude by examining the implications for the teaching and learning of science. In essence, we argue that the undervaluing of critique within the curriculum and pedagogy of school science results in a failure to develop the analytical faculties which are the valued hall mark of the practicing scientist; a misrepresentation of the nature of science; and, more importantly, a less effective learning experience. Critique, therefore, needs to play a central role in the teaching and learning of science.
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Constructivist Learning Theory and Climate Science Communication
Somerville, R. C.
2012-12-01
Communicating climate science is a form of education. A scientist giving a television interview or testifying before Congress is engaged in an educational activity, though one not identical to teaching graduate students. Knowledge, including knowledge about climate science, should never be communicated as a mere catalogue of facts. Science is a process, a way of regarding the natural world, and a fascinating human activity. A great deal is already known about how to do a better job of science communication, but implementing change is not easy. I am confident that improving climate science communication will involve the paradigm of constructivist learning theory, which traces its roots to the 20th-century Swiss epistemologist Jean Piaget, among others. This theory emphasizes the role of the teacher as supportive facilitator rather than didactic lecturer, "a guide on the side, not a sage on the stage." It also stresses the importance of the teacher making a serious effort to understand and appreciate the prior knowledge and viewpoint of the student, recognizing that students' minds are not empty vessels to be filled or blank slates to be written on. Instead, students come to class with a background of life experiences and a body of existing knowledge, of varying degrees of correctness or accuracy, about almost any topic. Effective communication is also usually a conversation rather than a monologue. We know too that for many audiences, the most trusted messengers are those who share the worldview and cultural values of those with whom they are communicating. Constructivist teaching methods stress making use of the parallels between learning and scientific research, such as the analogies between assessing prior knowledge of the audience and surveying scientific literature for a research project. Meanwhile, a well-funded and effective professional disinformation campaign has been successful in sowing confusion, and as a result, many people mistakenly think climate