Scientific information processing procedures

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García, Maylin

2013-07-01

Full Text Available The paper systematizes several theoretical view-points on scientific information processing skill. It decomposes the processing skills into sub-skills. Several methods such analysis, synthesis, induction, deduction, document analysis were used to build up a theoretical framework. Interviews and survey to professional being trained and a case study was carried out to evaluate the results. All professional in the sample improved their performance in scientific information processing.

Scientific and technological information: analysis of periodic publications of information science

OpenAIRE

Mayara Cintya do Nascimento Vasconcelos; Gabriela Belmont de Farias

2017-01-01

The research analyzes the articles published in national scientific journals of the area of Information Science, classified with Qualis A1, having as parameter the term "scientific and technological information". It presents concepts about scientific and technological information and the processes that involve its uses, as well as scientific communication, information flows and sources of information. The methodology used is a descriptive study with a quantitative-qualitative approach, using ...

An extended dual search space model of scientific discovery learning

NARCIS (Netherlands)

van Joolingen, Wouter; de Jong, Anthonius J.M.

1997-01-01

This article describes a theory of scientific discovery learning which is an extension of Klahr and Dunbar''s model of Scientific Discovery as Dual Search (SDDS) model. We present a model capable of describing and understanding scientific discovery learning in complex domains in terms of the SDDS

Developing instruments concerning scientific epistemic beliefs and goal orientations in learning science: a validation study

Science.gov (United States)

Lin, Tzung-Jin; Tsai, Chin-Chung

2017-11-01

The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid sample of 600 volunteer Taiwanese high school students participated in this survey by responding to the Scientific Epistemic Beliefs Instrument (SEBI) and the Goal Orientations in Learning Science Instrument (GOLSI). Through both exploratory and confirmatory factor analyses, the SEBI and GOLSI were proven to be valid and reliable for assessing the participants' scientific epistemic beliefs and goal orientations in learning science. The path analysis results indicated that, by and large, the students with more sophisticated epistemic beliefs in various dimensions such as Development of Knowledge, Justification for Knowing, and Purpose of Knowing tended to adopt both Mastery-approach and Mastery-avoidance goals. Some interesting results were also found. For example, the students tended to set a learning goal to outperform others or merely demonstrate competence (Performance-approach) if they had more informed epistemic beliefs in the dimensions of Multiplicity of Knowledge, Uncertainty of Knowledge, and Purpose of Knowing.

The scientific learning approach using multimedia-based maze game to improve learning outcomes

Science.gov (United States)

Setiawan, Wawan; Hafitriani, Sarah; Prabawa, Harsa Wara

2016-02-01

The objective of curriculum 2013 is to improve the quality of education in Indonesia, which leads to improving the quality of learning. The scientific approach and supported empowerment media is one approach as massaged of curriculum 2013. This research aims to design a labyrinth game based multimedia and apply in the scientific learning approach. This study was conducted in one of the Vocational School in Subjects of Computer Network on 2 (two) classes of experimental and control. The method used Mix Method Research (MMR) which combines qualitative in multimedia design, and quantitative in the study of learning impact. The results of a survey showed that the general of vocational students like of network topology material (68%), like multimedia (74%), and in particular, like interactive multimedia games and flash (84%). Multimediabased maze game developed good eligibility based on media and material aspects of each value 840% and 82%. Student learning outcomes as a result of using a scientific approach to learning with a multimediabased labyrinth game increase with an average of gain index about (58%) and higher than conventional multimedia with index average gain of 0.41 (41%). Based on these results the scientific approach to learning by using multimediabased labyrinth game can improve the quality of learning and increase understanding of students. Multimedia of learning based labyrinth game, which developed, got a positive response from the students with a good qualification level (75%).

Numbered head together with scientific approach in geometry learning

Science.gov (United States)

Indarti, Dwi; Mardiyana; Pramudya, Ikrar

2017-12-01

The aim of this research was to find out the influence of learning model implementation toward student’s achievement in mathematics. This research was using quasi-experimental research. The population of the research was all of 7th grade students in Karanganyar. Sample was taken using stratified cluster random sampling technique. The data collection has been conducted based on students’ mathematics achievement test. The results from the data analysis showed that the learning mathematics by using Numbered Head Together (NHT) learning model with scientific approach improved student’s achievement in mathematics rather than direct learning model particularly in learning object of quadrilateral. Implementation of NHT learning model with scientific approach could be used by the teachers in teaching and learning, particularly in learning object of quadrilateral.

Group investigation with scientific approach in mathematics learning

Science.gov (United States)

Indarti, D.; Mardiyana; Pramudya, I.

2018-03-01

The aim of this research is to find out the effect of learning model toward mathematics achievement. This research is quasi-experimental research. The population of research is all VII grade students of Karanganyar regency in the academic year of 2016/2017. The sample of this research was taken using stratified cluster random sampling technique. Data collection was done based on mathematics achievement test. The data analysis technique used one-way ANOVA following the normality test with liliefors method and homogeneity test with Bartlett method. The results of this research is the mathematics learning using Group Investigation learning model with scientific approach produces the better mathematics learning achievement than learning with conventional model on material of quadrilateral. Group Investigation learning model with scientific approach can be used by the teachers in mathematics learning, especially in the material of quadrilateral, which is can improve the mathematics achievement.

Scientific and non-scientific information in the uptake of health information: The case of Ebola

Directory of Open Access Journals (Sweden)

Bankole A. Falade

2017-07-01

Full Text Available The Ebola virus disease outbreak in West Africa (2013–2016 claimed over 10 000 lives in less than 18 months. Low levels of familiarity with the disease, ease of transmission, scale of infection, gruesomeness of symptoms, lack of cure and high fatality rate created a global panic. From the perspective of the social psychology of communication and content analysis, this study examines media coverage of the crisis in Africa with a view to unpacking the scientific and non-scientific information that may have framed public understanding of the disease. Findings show that accepting scientific advice was not unproblematic, because of the similarity of early symptoms with known diseases such as Lassa, dengue and malaria fevers. Cultural and religious actors and beliefs posed a paradox for believers as the public assimilated disease prevention information into existing norms and practices. Rumours and conspiracy theories about Western governments and pharmaceuticals also contributed to the rejection of the scientific explanation of its origin. Fear of the devastating effects of the disease and the lack of a cure led to the stigmatisation of the infected and treatment centres and ultimately to public revolts. Findings show the importance of non-scientific information and actors in matters of health and illness in Africa. Significance: Scientific knowledge is not enough to change health behaviour. Non-scientific knowledge and actors, traditional and religious practices, rumours and conspiracy theories must all be factored into efforts to address behavioural change.

Incorporation of Socio-scientific Content into Active Learning Activities

Science.gov (United States)

King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

2014-12-01

Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

Physics-Based Scientific Learning Module to Improve Students Motivation and Results

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Soni Nugroho Yuliono

2018-02-01

Full Text Available Teaching materials that available in the school to learn physics especially scientific-based is limited and become one of the obstacles to achieving the learning objectives on electromagnetic waves maerial. The research aims is to gain scientific Physics-based learning modules for high school grade XII students who have met the eligibility criteria, determine the effectiveness of using scientific-based learning modules Physics to improve motivation and learning outcomes from students of grade XII High School. The development of this research on Physics module using 4D development procedure which consist of the steps of define, design, development, and dissemination. Definition phase consists of the teacher and student’s needs analysis process, material analysis, as well as the formulation of the learning module. The design phase of physics learning modules according to the stage of scientific learning are integrated into the module. The development phase consists of the development process of the modules from the design results, validating the feasibility, module revision, limited testing, and the use of scientifically-based learning modules Physics in grade XII IPA 1 Batik 2 Surakarta senior high school. The deployment phase is the deployment process module to another Senior High School in Surakarta. Data Analysis for the study is quantitative descriptive analysis based on the score criteria and analysis of increasing student motivation through N-gain. Conclusion obtained are ; 1 Physics-based scientific learning modules that developed meet the eligibility criteria on aspects of content and presentation, language, the chart, and aspects of learning. The module is declared worthy of the ideals validation results with the percentage of 85.16%, 83.66% by students and teachers in the response phase of the deployment of 85.93%, which is included in the category of "very good"; 2 Physics-based scietific learning modules with material scientific

EXPERIENCE OF USING «OPEN JOURNAL SYSTEMS» SOFTWARE PLATFORM FOR INFORMATION SUPPORT OF SCIENTIFIC AND EDUCATIONAL ACTIVITY

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Oleg M. Spirin

2017-10-01

Full Text Available The article deals with the foreign and domestic experience of using the Open Journal Systems (OJS software platform for informational support of scientific and educational activities, in particular: a as a means of publicizing and disseminating the results of scientific research; b for creating and maintaining repositories of libraries of higher educational establishments; c for developing the scientific and educational space of an educational establishments; d as a cloud-based service for the preservation and access to scientific resources; e for information support in organization of student training; and f for deployment of student journals. As a result of the analysis of scientific periodicals of Ukraine in the field of psychological and pedagogical sciences, the scientific journals on the basis of Open Journal Systems are identified. The experience of support the electronic scientific journal «Information Technologies and Learning Tools» (http://journal.iitta.gov.ua is presented separately.

Opportunities to learn scientific thinking in joint doctoral supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie; Grout, Brian William Wilson; Rump, Camilla Østerberg

2015-01-01

Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work being reported that is based on observation of actual...... supervision. While joint supervision has become widely used, its learning dynamics remains under-researched and this paper aims to address these gaps in research by exploring learning opportunities in doctoral supervision with two supervisors. The study explores how the tensions in scientific discussion...... between supervisors can become learning opportunities. We combine two different theoretical perspectives, using participation and positioning theory as a sociocultural perspective and variation theory as an individual constructivist perspective on learning. Based on our analysis of a complex episode we...

Learning from the Mars Rover Mission: Scientific Discovery, Learning and Memory

Science.gov (United States)

Linde, Charlotte

2005-01-01

Purpose: Knowledge management for space exploration is part of a multi-generational effort. Each mission builds on knowledge from prior missions, and learning is the first step in knowledge production. This paper uses the Mars Exploration Rover mission as a site to explore this process. Approach: Observational study and analysis of the work of the MER science and engineering team during rover operations, to investigate how learning occurs, how it is recorded, and how these representations might be made available for subsequent missions. Findings: Learning occurred in many areas: planning science strategy, using instrumen?s within the constraints of the martian environment, the Deep Space Network, and the mission requirements; using software tools effectively; and running two teams on Mars time for three months. This learning is preserved in many ways. Primarily it resides in individual s memories. It is also encoded in stories, procedures, programming sequences, published reports, and lessons learned databases. Research implications: Shows the earliest stages of knowledge creation in a scientific mission, and demonstrates that knowledge management must begin with an understanding of knowledge creation. Practical implications: Shows that studying learning and knowledge creation suggests proactive ways to capture and use knowledge across multiple missions and generations. Value: This paper provides a unique analysis of the learning process of a scientific space mission, relevant for knowledge management researchers and designers, as well as demonstrating in detail how new learning occurs in a learning organization.

Learning Crude Oil by Using Scientific Literacy Comics

Science.gov (United States)

Aisyah, R.; Zakiyah, I. A.; Farida, I.; Ramdhani, M. A.

2017-09-01

A research has been conducted to create a crude oil learning media in the form of scientific literacy-oriented comic. The research included some phases, namely: concept analysis, material transformation to concept map, indicator identification and science literacy aspect. The product was made based on flowcharts and storyboards that have been validated by expert validators. The product has characteristics namely; 1) Develops indicators and aspects of science literacy, 2) presents the materials in form of story of science fiction genre, 3) has characters adopting levels of scientific literacy, 4) has optional stories, because it depends on questions asked to develop scientific literacy in terms of content, context, process and attitude. Based on feasibility test, the product is feasible to be used as learning media. It is suggested to do an expanded experiment to examine its affectivity in improving scientific literacy and growing students’ awareness about the issues of energy crisis and the impacts of fossil fuel use on the environment.

Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education

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Eshach, Haim

2007-04-01

The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal, and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students, and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit the great potential that scientific field trips may offer.

Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning

Science.gov (United States)

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.

The Student's Scientific Attitude and Creativity of Product in Environmental Issues Through Project Based Learning

OpenAIRE

Yustina, Yustina; Suwondo, Suwondo

2015-01-01

The purpose of this research was to got the information about student's scientific attitude and creativity of product and correlation both of it in enviromental issues through project based learning. This research was conducted from January to June 2015. Sample in this research were 34 students of 2014 grade in FKIP Biologi UR used parameters were (1) scientific attitude with 4 indicators (curiosity, cooperative, carefulness and discipline); (2) creativity of product. Observation instrument m...

From scientifically based research to evidence based learning

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Rosa Cera

2016-02-01

Full Text Available This essay is a reflection on the peculiarities of the scientifically based research and on the distinctive elements of the EBL (evidence based learning, methodology used in the study on the “Relationship between Metacognition, Self-efficacy and Self-regulation in Learning”. The EBL method, based on the standardization of data, explains how the students’ learning experience can be considered as a set of “data” and can be used to explain how and when the research results can be considered generalizable and transferable to other learning situations. The reflections present in this study have also allowed us to illustrate the impact that its results have had on the micro and macro level of reality. They helped to fill in the gaps concerning the learning/teaching processes, contributed to the enrichment of the scientific literature on this subject and allowed to establish standards through rigorous techniques such as systematic reviews and meta-analysis.

A Way of Processing the Information in Scientific Textbooks and its Influence on Comprehension

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Miriam Carranza

2004-05-01

Full Text Available Students who can meet the demands of academic discourse develop cognitive and metacognitive skills with which to understand the information they get from reading scientific texts, and thus establish their learning. In this work, a group of university students were evaluated concerning their competencies and deficiencies in the reading comprehension of a fragment of a scientific text used in one of their courses. The results allowed us to assess the most frequent difficulties in processing information and in understanding what they read. The group was made up of a few students skilled in reading comprehension skills, plus several inexpert readers with little capacity to monitor and assess their own understanding.

Operation ARA: A Computerized Learning Game that Teaches Critical Thinking and Scientific Reasoning

Science.gov (United States)

Halpern, Diane F.; Millis, Keith; Graesser, Arthur C.; Butler, Heather; Forsyth, Carol; Cai, Zhiqiang

2012-01-01

Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games. Students learn the skills of scientific reasoning by engaging in interactive dialogs with avatars. They…

INTEGRATION OF UKRAINIAN INDUSTRY SCIENTIFIC PERIODACLS INTO WORLD SCIENTIFIC INFORMATION SPACE: PROBLEMS AND SOLUTIONS

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T. O. Kolesnykova

2013-11-01

Full Text Available Purpose. Problem of representation lack of scientists’ publications, including transport scientists, in the international scientometric databases is the urgent one for Ukrainian science. To solve the problem one should study the structure and quality of the information flow of scientific periodicals of railway universities in Ukraine and to determine the integration algorithm of scientific publications of Ukrainian scientists into the world scientific information space. Methodology. Applying the methods of scientific analysis, synthesis, analogy, comparison and prediction the author has investigated the problem of scientific knowledge distribution using formal communications. The readiness of Ukrainian railway periodicals to registration procedure in the international scientometric systems was analyzed. The level of representation of articles and authors of Ukrainian railway universities in scientometric database Scopus was studied. Findings. Monitoring of the portals of railway industry universities of Ukraine and the sites of their scientific periodicals and analysis of obtained data prove insufficient readiness of most scientific publications for submission to scientometric database. The ways providing sufficient "visibility" of industry periodicals of Ukrainian universities in the global scientific information space were proposed. Originality. The structure and quality of documentary flow of scientific periodicals in railway transport universities of Ukraine and its reflection in scientometric DB Scopus were first investigated. The basic directions of university activities to integrate the results of transport scientists research into the global scientific digital environment were outlined. It was determined the leading role of university libraries in the integration processes of scientific documentary resources of universities into the global scientific and information communicative space. Practical value. Implementation of the proposed

Informal learning.

Science.gov (United States)

Callanan, Maureen; Cervantes, Christi; Loomis, Molly

2011-11-01

We consider research and theory relevant to the notion of informal learning. Beginning with historical and definitional issues, we argue that learning happens not just in schools or in school-aged children. Many theorists have contrasted informal learning with formal learning. Moving beyond this dichotomy, and away from a focus on where learning occurs, we discuss five dimensions of informal learning that are drawn from the literature: (1) non-didactive, (2) highly socially collaborative, (3) embedded in meaningful activity, (4) initiated by learner's interest or choice, and (5) removed from external assessment. We consider these dimensions in the context of four sample domains: learning a first language, learning about the mind and emotions within families and communities, learning about science in family conversations and museum settings, and workplace learning. Finally, we conclude by considering convergences and divergences across the different literatures and suggesting areas for future research. WIREs Cogni Sci 2011 2 646-655 DOI: 10.1002/wcs.143 For further resources related to this article, please visit the WIREs website. Copyright © 2011 John Wiley & Sons, Ltd.

27 CFR 19.71 - Experimental or research operations by scientific institutions and colleges of learning.

Science.gov (United States)

2010-04-01

... operations by scientific institutions and colleges of learning. 19.71 Section 19.71 Alcohol, Tobacco Products... Experimental or research operations by scientific institutions and colleges of learning. (a) General. The appropriate TTB officer may authorize any scientific university, college of learning, or institution of...

Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-Based Learning Program

Science.gov (United States)

Liao, Ya-Wen; She, Hsiao-Ching

2009-01-01

This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students' concept construction, conceptual change, and scientific reasoning involving the topic of "atoms". A two-factorial experimental design was carried out to investigate the effects of the approach…

Pseudo-Scientific Information: Reasons of Spread and Premises of Vitality

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Valdas Pruskus

2011-04-01

Full Text Available The phenomenon of pseudo-scientific information, the reasons of its spread and premises of its vitality are discussed in the paper. Pseudo-scientific information is understandable as an attempt to suit a demand, which exists in society, while providing a simple answer to a question, which an individual or society is concerned about, and that answer is not sustained by scientific research. It is showed that the rise and spread of pseudo-scientific information in society are conditioned by objective reasons. Firstly, the lack of information concerning a subject which is significant for society. Secondly, the lack of information for a particular individual (social group concerning a substantial subject. Thirdly, fast spread of scientific and technical inventions and penetration of technological innovations into various spheres of life the understanding of which demands an appropriate informal “processing”, i e it demands provision in an appropriate form, which is partly provided by pseudo-scientific knowledge.The existence of pseudo-scientific information is determined by the fact that it performs important social functions in society. The existence of pseudo-scientific information by official certified scientific information and the fact, that all social groups are affected to a larger or lesser extent, show its ambivalent power and vitality. On the one part, the roots of its vitality lie in the duality of this phenomenon, where opposite things coexist in a strange way – the truth (scientifically verified propositions and speculations which are based on intuition rather than on scientifically verified facts. On the other part, it is maintained by our permanent wish to get an additional and fresher information, though not totally reliable, while seeking to know universally and better the world around us and its phenomena. While meeting this requirement, a pseudo-scientific information stimulates researchers both to enhance their attempts to

Modes of acquisition of health literacy skills in informal learning contexts.

Science.gov (United States)

Calha, António Geraldo Manso

2014-12-01

In this article we try to analyze the learning processes of health literacy skills in informal contexts. We intend to broaden the understanding of the learning process beyond the formal contexts, thus contributing to the elucidation of health professionals on how individuals acquire and manage their knowledge in health matters. Given our goal, we use an analytic corpus constituted by one hundred autobiographical narratives written between 2006 and 2011, in educational contexts but with recognized potential for use in different scientific fields, including health. The results reveal the existence of three different types of modes of learning health literacy skills in informal context: : i) learning that takes place in action, in achieving daily tasks; ii) learning processes that result from problem solving; iii) learning that occurs in an unplanned manner, resulting from accidental circumstances and, in some cases, devoid of intentionality.

I Can Make a Scientific Research: A Course about Scientific Research Methods, in Which Learning Management System (LMS) Is Used

Science.gov (United States)

Özden, Bülent

2016-01-01

The purpose of this study was to determine the changes in the perception of teacher candidates towards scientific research process and their self-efficacy in this process, during Scientific Research Methods course that has been conducted using "Learning Management System" based on out-of-class learning activities. Being designed as a…

Social media for informal science learning in China: A case study

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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.

Work of scientific and technological information under network environment

International Nuclear Information System (INIS)

Chen Yingxi; Huang Daifu; Yang Lifeng

2010-01-01

With the development of internet and information technology, the work of scientific and technological information is faced with great challenge. This article expounds the new changes of scientific and technological information in enterprise under network environment by giving a minute description on the situation the work faced and characteristic of the work. Not only does it carry out enthusiastic discussion upon problems which are present in the work of scientific and technological information in the company, but puts forward proposals and specific measures as well. Service theory is also offered by adjusting and reforming the resources construction, service ways and the job of providing contents. We should take vigorous action to the research work of scientific and technological information, changing the information directional service into knowledge providing service. (authors)

Modes of acquisition of health literacy skills in informal learning contexts

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António Geraldo Manso Calha

2014-12-01

Full Text Available In this article we try to analyze the learning processes of health literacy skills in informal contexts. We intend to broaden the understanding of the learning process beyond the formal contexts, thus contributing to the elucidation of health professionals on how individuals acquire and manage their knowledge in health matters. Given our goal, we use an analytic corpus constituted by one hundred autobiographical narratives written between 2006 and 2011, in educational contexts but with recognized potential for use in different scientific fields, including health. The results reveal the existence of three different types of modes of learning health literacy skills in informal context: : i learning that takes place in action, in achieving daily tasks; ii learning processes that result from problem solving; iii learning that occurs in an unplanned manner, resulting from accidental circumstances and, in some cases, devoid of intentionality.

Intelligent Tools for Building a Scientific Information Platform

CERN Document Server

Skonieczny, Lukasz; Rybiński, Henryk; Niezgodka, Marek

2012-01-01

This book is a selection of results obtained within one year of research performed under SYNAT - a nation-wide scientific project aiming to create an infrastructure for scientific content storage and sharing for academia, education and open knowledge society in Poland. The selection refers to the research in artificial intelligence, knowledge discovery and data mining, information retrieval and natural language processing, addressing the problems of implementing intelligent tools for building a scientific information platform. The idea of this book is based on the very successful SYNAT Project Conference and the SYNAT Workshop accompanying the 19th International Symposium on Methodologies for Intelligent Systems (ISMIS 2011). The papers included in this book present an overview and insight into such topics as architecture of scientific information platforms, semantic clustering, ontology-based systems, as well as, multimedia data processing.

Learning scientific programming with Python

CERN Document Server

Hill, Christian

2015-01-01

Learn to master basic programming tasks from scratch with real-life scientifically relevant examples and solutions drawn from both science and engineering. Students and researchers at all levels are increasingly turning to the powerful Python programming language as an alternative to commercial packages and this fast-paced introduction moves from the basics to advanced concepts in one complete volume, enabling readers to quickly gain proficiency. Beginning with general programming concepts such as loops and functions within the core Python 3 language, and moving onto the NumPy, SciPy and Matplotlib libraries for numerical programming and data visualisation, this textbook also discusses the use of IPython notebooks to build rich-media, shareable documents for scientific analysis. Including a final chapter introducing challenging topics such as floating-point precision and algorithm stability, and with extensive online resources to support advanced study, this textbook represents a targeted package for students...

Influence Cooperative Learning Method and Personality Type to Ability to Write The Scientific Article (Experiment Study on SMAN 2 Students Ciamis Learning Indonesian Subject

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Supriatna Supriatna

2017-10-01

Full Text Available The purpose of this research was to know the influence of cooperative learning method (Jigsaw and TPS and personality type (extrovert and introvert toward students’ ability in scientific writing at the SMA Negeri 2 Ciamis class XII. The research used experimental method with 2 x 2 factorial design. The population was the students of class XII which consisted of 150. The sample was 57 students. The results showed that: (1 The ability to write scientific articles of students learning by cooperative learning method jigsaw model (= 65,88 is higher than students who learn by cooperative technique method of TPS (= 59,88, (2 Ability writing scientific articles of students whose extroverted personality (= 65.69 is higher than introverted students (= 60.06; (3 there is interaction between cooperative learning method and personality type to score of writing ability of scientific article (4 ability to write scientific article of extrovert student and studying with technique of Jigsaw (= 77,75 higher than extrovert student learning with cooperative learning method model of TPS (= 53,63 to score of writing ability of scientific article, (5 ability to write introverted student's scientific article and get treatment of cooperative learning method of jigsaw model (= 54,00 lower than introverted student learning TPS technique = 66,13, (6 the ability to write extroverted students' scientific articles studied with jigsaw techniques, and introverted students who studied Jigsaw techniques (= 77.75 were higher than those with introverted personality types studied by the Jigsaw technique (= 54.00 , (7 Ability to write scientific articles of students learning by cooperative techniques of TPS technique and have extrovert personality type ( = 53.63 lower than introverted students learning TPS techniques (= 66.13.

The Scientific Status of Learning Styles Theories

Science.gov (United States)

Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G.

2015-01-01

Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because…

Scientific Information Policy Board 90th Meeting

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AUTHOR|(CDS)2051371

2017-01-01

Gigi Rolandi, sitting in the middle, chairing his last meeting of the Scientific Information Policy Board before his retirement. Rolandi was the chairman of the board from March 2006 until April 2017, a period that has seen lots of dynamics within the field of authoring, publishing and librarianship - both at CERN and beyond. In the first row from left to right: Eckhard Elsen (Director of Research), Jens Vigen (Head Librarian) Gigi Rolandi (SIPB Chair), Anita Hollier (Archivist) and Urs Wiedemann (Theory). In the second row from left to right: Nikos Kasioumis (Invited speaker), Alexander Kohls (Invited speaker), Stella Christodoulaki (Invited speaker), Nick Ellis (Chair CREB), Clara Troncon (ACCU), Annette Holtkamp (Scientific Information Service), Tim Smith (IT) Brigitte Bloch-Devaux (non-LHC experiments), Constantinos Loizides (ALICE), Thierry Stora (Engineering), John Jowett (Beams), Arjan Verweij (Technology), Anne Gentil-Beccot (Scientific Information Service), Fergus Wilson (LHCb), Ludmila Marian (Invit...

A Study on the Learning Efficiency of Multimedia-Presented, Computer-Based Science Information

Science.gov (United States)

Guan, Ying-Hua

2009-01-01

This study investigated the effects of multimedia presentations on the efficiency of learning scientific information (i.e. information on basic anatomy of human brains and their functions, the definition of cognitive psychology, and the structure of human memory). Experiment 1 investigated whether the modality effect could be observed when the…

Design and validation of general biology learning program based on scientific inquiry skills

Science.gov (United States)

Cahyani, R.; Mardiana, D.; Noviantoro, N.

2018-03-01

Scientific inquiry is highly recommended to teach science. The reality in the schools and colleges is that many educators still have not implemented inquiry learning because of their lack of understanding. The study aims to1) analyze students’ difficulties in learning General Biology, 2) design General Biology learning program based on multimedia-assisted scientific inquiry learning, and 3) validate the proposed design. The method used was Research and Development. The subjects of the study were 27 pre-service students of general elementary school/Islamic elementary schools. The workflow of program design includes identifying learning difficulties of General Biology, designing course programs, and designing instruments and assessment rubrics. The program design is made for four lecture sessions. Validation of all learning tools were performed by expert judge. The results showed that: 1) there are some problems identified in General Biology lectures; 2) the designed products include learning programs, multimedia characteristics, worksheet characteristics, and, scientific attitudes; and 3) expert validation shows that all program designs are valid and can be used with minor revisions. The first section in your paper.

Formalized Informal Learning

DEFF Research Database (Denmark)

Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

2013-01-01

are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach....... When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building....

78 FR 57159 - Scientific Information Request on Medication Therapy Management

Science.gov (United States)

2013-09-17

... Information Request on Medication Therapy Management AGENCY: Agency for Healthcare Research and Quality (AHRQ), HHS. ACTION: Request for scientific information submissions. SUMMARY: The Agency for Healthcare... therapy management Scientific information is being solicited to inform our review of Medication Therapy...

Oceans of Data: In what ways can learning research inform the development of electronic interfaces and tools for use by students accessing large scientific databases?

Science.gov (United States)

Krumhansl, R. A.; Foster, J.; Peach, C. L.; Busey, A.; Baker, I.

2012-12-01

The practice of science and engineering is being revolutionized by the development of cyberinfrastructure for accessing near real-time and archived observatory data. Large cyberinfrastructure projects have the potential to transform the way science is taught in high school classrooms, making enormous quantities of scientific data available, giving students opportunities to analyze and draw conclusions from many kinds of complex data, and providing students with experiences using state-of-the-art resources and techniques for scientific investigations. However, online interfaces to scientific data are built by scientists for scientists, and their design can significantly impede broad use by novices. Knowledge relevant to the design of student interfaces to complex scientific databases is broadly dispersed among disciplines ranging from cognitive science to computer science and cartography and is not easily accessible to designers of educational interfaces. To inform efforts at bridging scientific cyberinfrastructure to the high school classroom, Education Development Center, Inc. and the Scripps Institution of Oceanography conducted an NSF-funded 2-year interdisciplinary review of literature and expert opinion pertinent to making interfaces to large scientific databases accessible to and usable by precollege learners and their teachers. Project findings are grounded in the fundamentals of Cognitive Load Theory, Visual Perception, Schemata formation and Universal Design for Learning. The Knowledge Status Report (KSR) presents cross-cutting and visualization-specific guidelines that highlight how interface design features can address/ ameliorate challenges novice high school students face as they navigate complex databases to find data, and construct and look for patterns in maps, graphs, animations and other data visualizations. The guidelines present ways to make scientific databases more broadly accessible by: 1) adjusting the cognitive load imposed by the user

Explaining the Alluring Influence of Neuroscience Information on Scientific Reasoning

Science.gov (United States)

Rhodes, Rebecca E.; Rodriguez, Fernando; Shah, Priti

2014-01-01

Previous studies have investigated the influence of neuroscience information or images on ratings of scientific evidence quality but have yielded mixed results. We examined the influence of neuroscience information on evaluations of flawed scientific studies after taking into account individual differences in scientific reasoning skills, thinking…

Information-Psychological Security and Near-Scientific Activity

Directory of Open Access Journals (Sweden)

A. I. Afonin

2017-01-01

Full Text Available In accordance with the new version of the “Information Security Doctrine of the Russian Federation (adopted in December 2016, in information security agenda its information-psychological component was selected for further study. Attention is drawn to the need to ensure the information-psychological security of certain categories of citizens, social groups and society in general, taking into account a differentiated approach to assessing threats that arise in the course of their life. The article briefly considers the science rank among the forms of the human activities and notes that when involving in science-based and science-applied activities the near-scientific activity, which is often briefly referred to as pseudoscience, shows up as one of the threats.The article presents main forms to show of the near-scientific (pseudoscientific activity, namely parascience, quasi-science, pseudoscience, and monetary scientism.Drawing on the example of one of the near-scientific activity products, called "psychotronic weapon", the article clearly shows the emergence and evolution of this pseudoscientific product, the attempts of its implementation in practice, and the subsequent negative consequences of these attempts for society.Taking into account the survivability of the near-scientific activity, it is proposed to include lectures in the curricula of technical universities to introduce threats from pseudoscience to graduates of higher educational institutions who may face them both in their employment activity and in everyday life.

Declaration of input sources in scientific research: should this practice be incorporated to organizational information management?

Directory of Open Access Journals (Sweden)

José Osvaldo De Sordi

Full Text Available This research studies the declaration of input sources for research in scientific communications, more specifically, whether this practice of the academy may be considered a good example to be followed by organizations. Seven hypotheses address two dimensions of input sources: origin (primary or secondary and nature (data or information. It appears that the declaration of research inputs in the academy is problematic, mostly incomplete or inaccurate. This does not reduce the importance of this practice; it simply indicates that the academy should not be considered a privileged space, with wide dominance and practice excellence. Nevertheless, the information environment of organizations can learn and benefit from the experience of the scientific academy. From the analyses of the research sample, a set of procedures has been developed, which allowed organizational analysts and researchers to elaborate a complete and accurate analysis of the input sources to be declared in organizational or scientific communication.

SYSTEMATIZATION OF SCIENTIFIC APPROACHES TO THE INTERPRETATION OF INFORMATION ECONOMY

Directory of Open Access Journals (Sweden)

Nataliya Kholiavko

2017-09-01

Full Text Available The purpose of the article is to analyse and systematize scientific approaches to the interpretation of the essence of the information economy. The research object: scientific approaches to the interpretation of the essence of the concept of “information economy”. The theoretical and methodological base of the research consists of works by D. Bell, Z. Brzezinski, J. Baudrillard, M. Castells, Yoneji Masuda, F. Machlup, M. Porat, A. Toffler, which are devoted to issues of development of information society. Analysis of recent research and publications allows noting an increasing scientific interest in issues of formation of the economy of information type. The essence and features of information economy are considered in scientific papers of scholars such as Hrynkevych S., Iliash A., Krystynevych S., Malyk I., Nikolaiev Ye., Bazhal Yu., Tolstiakov R., Shkarlet S., Fedulova L., Chukhno A., and others. Research methods: analysis, content analysis, synthesis, system method. Increasing scientific interest in the formation of the information economy leads to an increase in the number of publications on this topic; pluralism of scientific approaches to the consideration of the essence of the information economy actualizes the need for their systematization. The theory of information economy logically follows and is a component of the theory of the development of information society. Along with it, there is an approach in the scientific literature, according to which scholars identify the concept of information society and information economy. In our opinion, this approach is not well-balanced, since the term “information society” is inherently wider than “information economy”. The latter can be considered as an inherent component of the information society, which development is determined by a number of specific factors. In other words, these terms are closely interrelated and they should be investigated in the context of links between them

The Organization of Informal Learning

Science.gov (United States)

Rogoff, Barbara; Callanan, Maureen; Gutiérrez, Kris D.; Erickson, Frederick

2016-01-01

Informal learning is often treated as simply an alternative to formal, didactic instruction. This chapter discusses how the organization of informal learning differs across distinct settings but with important commonalities distinguishing informal learning from formal learning: Informal learning is nondidactic, is embedded in meaningful activity,…

Fostering Scientific and Numerate Practices in Journalism to Support Rapid Public Learning

Directory of Open Access Journals (Sweden)

Louise Yarnall

2017-01-01

Full Text Available Journalism has the potential––and arguably the mandate––to expand public understanding of societally important phenomena. However, some methods for more effectively educating the public have been persistently underutilized: in particular, embedding informative numerical rates and efficient scientific explanations in news reports. In the current era of disrupting and downsizing the news business, the challenges to using such methods have only increased. To address this problem, this article seeks to (a raise awareness about the psychological reasons that help explain why it is crucial to use such elements in news reports, and (b exhibit some methods for doing so that require modest effort. Building on a review of relevant psychological literatures, principles, and existing reporting methods, we describe findings from a series of cognitive-scientific studies that demonstrate how using key––and relatively minimal––scientific and numerical elements can enhance public learning from news reports. We conclude by also describing curricula and resources designed to help journalists and bloggers use these methods.

27 CFR 22.104 - Educational organizations, colleges of learning, and scientific universities.

Science.gov (United States)

2010-04-01

..., colleges of learning, and scientific universities. 22.104 Section 22.104 Alcohol, Tobacco Products and... OF TAX-FREE ALCOHOL Use of Tax-Free Alcohol § 22.104 Educational organizations, colleges of learning... income tax under 26 U.S.C. 501(a). (b) Colleges of learning. Colleges of learning, for the purposes of...

Lakatos' Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socio-Scientific Issues

Science.gov (United States)

Chang, Shu-Nu; Chiu, Mei-Hung

2008-01-01

The purpose of this study is to explore how Lakatos' scientific research programmes might serve as a theoretical framework for representing and evaluating informal argumentation about socio-scientific issues. Seventy undergraduate science and non-science majors were asked to make written arguments about four socio-scientific issues. Our analysis…

Scientific Approach and Inquiry Learning Model in the Topic of Buffer Solution: A Content Analysis

Science.gov (United States)

Kusumaningrum, I. A.; Ashadi, A.; Indriyanti, N. Y.

2017-09-01

Many concepts in buffer solution cause student’s misconception. Understanding science concepts should apply the scientific approach. One of learning models which is suitable with this approach is inquiry. Content analysis was used to determine textbook compatibility with scientific approach and inquiry learning model in the concept of buffer solution. By using scientific indicator tools (SIT) and Inquiry indicator tools (IIT), we analyzed three chemistry textbooks grade 11 of senior high school labeled as P, Q, and R. We described how textbook compatibility with scientific approach and inquiry learning model in the concept of buffer solution. The results show that textbook P and Q were very poor and book R was sufficient because the textbook still in procedural level. Chemistry textbooks used at school are needed to be improved in term of scientific approach and inquiry learning model. The result of these analyses might be of interest in order to write future potential textbooks.

Climate Change Conceptual Change: Scientific Information Can Transform Attitudes.

Science.gov (United States)

Ranney, Michael Andrew; Clark, Dav

2016-01-01

Of this article's seven experiments, the first five demonstrate that virtually no Americans know the basic global warming mechanism. Fortunately, Experiments 2-5 found that 2-45 min of physical-chemical climate instruction durably increased such understandings. This mechanistic learning, or merely receiving seven highly germane statistical facts (Experiment 6), also increased climate-change acceptance-across the liberal-conservative spectrum. However, Experiment 7's misleading statistics decreased such acceptance (and dramatically, knowledge-confidence). These readily available attitudinal and conceptual changes through scientific information disconfirm what we term "stasis theory"--which some researchers and many laypeople varyingly maintain. Stasis theory subsumes the claim that informing people (particularly Americans) about climate science may be largely futile or even counterproductive--a view that appears historically naïve, suffers from range restrictions (e.g., near-zero mechanistic knowledge), and/or misinterprets some polarization and (noncausal) correlational data. Our studies evidenced no polarizations. Finally, we introduce HowGlobalWarmingWorks.org--a website designed to directly enhance public "climate-change cognition." Copyright © 2016 Cognitive Science Society, Inc.

Edutourism Taka Bonerate National Park through Scientific Approach to Improve Student Learning Outcomes

Science.gov (United States)

Hayati, R. S.

2017-02-01

This research aim is develop the potential of Taka Bonerate National Park as learning resources through edutourism with scientific approach to improve student learning outcomes. Focus of student learning outcomes are students psychomotor abilities and comprehension on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The edutourism development products are teacher manual, edutourism worksheet, material booklet, guide’s manual, and Taka Bonerate National Park governor manual. The method to develop edutourism products is ADDIE research and development model that consist of analysis, design, development and production, implementation, and evaluation step. The subjects in the implementation step were given a pretest and posttest and observation sheet to see the effect of edutourism Taka Bonerate National Park through scientific approach to student learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The data were analyzed qualitative descriptively. The research result is edutourism Taka Bonerate National Park through scientific approach can improve students learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. Edutourism Taka Bonerate National Park can be an alternative of learning method on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics.

Fusion Energy: Contextual Analysis of the Information Panels Developed by the Scientific Community versus Citizen Discourse

International Nuclear Information System (INIS)

Ferri Anglada, S.; Cornejo Alvarez, J. M.

2014-01-01

The report presents an exploratory study on the impact of scientific dissemination, particularly a comparative analysis of two discourses on fusion energy as an alternative energy future. The report introduces a comparative analysis of the institutional discourse, as portrayed by the scientific jargon used in a European travelling exhibition on nuclear fusion Fusion Expo, and the social discourse, as illustrated by a citizen deliberation on this very same exhibition. Through textual analysis, the scientific discourse as deployed in the informative panels at the Fusion Expo is compared with the citizen discourse as developed in the discussions within the citizen groups. The ConText software was applied for such analysis. The purpose is to analyze how visitors assimilate, capture and understand highly technical information. Results suggest that, in despite of convergence points, the two discourses present certain differences, showing diverse levels of communication. The scientific discourse shows a great profusion of formalisms and technicalities of scientific jargon. The citizen discourse shows abundance of words associated with daily life and the more practical aspects (economy, efficiency), concerning institutional and evaluative references. In sum, the study shows that although there are a few common communicative spaces, there are still very few turning points. These data indicate that although exhibitions can be a good tool to disseminate advances in fusion energy in informal learning contexts, public feedback is a powerful tool for improving the quality of social dialogue. (Author)

The analysis of scientific communications and students’ character development through guided inquiry learning

Science.gov (United States)

Sarwi, S.; Fauziah, N.; Astuti, B.

2018-03-01

This research is setting by the condition of students who have difficulty in ideas delivery, written scientific communication, and still need the development of student character. The objectives of the research are to determine the improvement of concept understanding, to analyze scientific communication skills and to develop the character of the students through guided inquiry learning. The design in this research is quasi experimental control group preposttest, with research subject of two group of grade X Senior High School in Semarang. One group of controller uses non tutorial and treatment group using tutorial in guided inquiry. Based on result of gain test analysis, obtained = 0.71 for treatment and control group = 0.60. The t-test result of mean mastery of concept of quantity and unit using t-test of right side is t count = 2.37 (p=0.003) while t table = 1.67 (α = 5%), which means that the results of the study differed significantly. The results of the students' scientific communication skills analysis showed that the experimental group was higher than the control, with an average of 69% and 63% scientific communication skills. The character values are effective developed through guided inquiry learning. The conclusion of the study is guided inquiry learning tutorial better than guided inquiry non tutorial learning in aspect understanding concept, scientific communication skills; but the character development result is almost the same.

Bridging Scientific Reasoning and Conceptual Change through Adaptive Web-Based Learning

Science.gov (United States)

She, Hsiao-Ching; Liao, Ya-Wen

2010-01-01

This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one-group pre-, post-, and retention quasi-experimental design was used in the study. All students received tests…

Using findings in multimedia learning to inform technology-based behavioral health interventions.

Science.gov (United States)

Aronson, Ian David; Marsch, Lisa A; Acosta, Michelle C

2013-09-01

Clinicians and researchers are increasingly using technology-based behavioral health interventions to improve intervention effectiveness and to reach underserved populations. However, these interventions are rarely informed by evidence-based findings of how technology can be optimized to promote acquisition of key skills and information. At the same time, experts in multimedia learning generally do not apply their findings to health education or conduct research in clinical contexts. This paper presents an overview of some key aspects of multimedia learning research that may allow those developing health interventions to apply informational technology with the same rigor as behavioral science content. We synthesized empirical multimedia learning literature from 1992 to 2011. We identified key findings and suggested a framework for integrating technology with educational and behavioral science theory. A scientific, evidence-driven approach to developing technology-based interventions can yield greater effectiveness, improved fidelity, increased outcomes, and better client service.

Proceedings of the first U.S. Geological Survey scientific information management workshop, March 21-23, 2006

Science.gov (United States)

Henkel, Heather S.

2007-01-01

In March 2006, the U.S. Geological Survey (USGS) held the first Scientific Information Management (SIM) Workshop in Reston, Virginia. The workshop brought together more than 150 SIM professionals from across the organization to discuss the range and importance of SIM problems, identify common challenges and solutions, and investigate the use and value of “communities of practice” (CoP) as mechanisms to address these issues. The 3-day workshop began with presentations of SIM challenges faced by the Long Term Ecological Research (LTER) network and two USGS programs from geology and hydrology. These presentations were followed by a keynote address and discussion of CoP by Dr. Etienne Wenger, a pioneer and leading expert in CoP, who defined them as "groups of people who share a passion for something that they know how to do and who interact regularly to learn how to do it better." Wenger addressed the roles and characteristics of CoP, how they complement formal organizational structures, and how they can be fostered. Following this motivating overview, five panelists (including Dr. Wenger) with CoP experience in different institutional settings provided their perspectives and lessons learned. The first day closed with an open discussion on the potential intersection of SIM at the USGS with SIM challenges and the potential for CoP. The second session began the process of developing a common vocabulary for both scientific data management and CoP, and a list of eight guiding principles for information management were proposed for discussion and constructive criticism. Following this discussion, 20 live demonstrations and posters of SIM tools developed by various USGS programs and projects were presented. Two community-building sessions were held to explore the next steps in 12 specific areas: Archiving of Scientific Data and Information; Database Networks; Digital Libraries; Emerging Workforce; Field Data for Small Research Projects; Knowledge Capture; Knowledge

The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach

Science.gov (United States)

Widowati, A.; Widodo, E.; Anjarsari, P.; Setuju

2017-11-01

Understanding of science instructional leading to the formation of student scientific literacy, seems not yet fully understood well by science teachers. Because of this, certainly needs to be reformed because science literacy is a major goal in science education for science education reform. Efforts of development science literacy can be done by help students develop an information conception of the Nature of Science (NoS) and apply inquiry approach. It is expected that students’ science literacy can develop more optimal by combining NoS within inquiry approach. The purpose of this research is to produce scientific literacy development model of NoS within inquiry-based learning. The preparation of learning tools will be maked through Research and Development (R & D) following the 4-D model (Define, Design, Develop, and Disseminate) and Borg & Gall. This study is a follow-up of preliminary research results about the inquiry profile of junior high school students indicating that most categories are quite good. The design of the model NoS within inquiry approach for developing scientific literacy is using MER Model in development educational reconstruction. This research will still proceed to the next stage that is Develop.

Improving Students’ Scientific Reasoning and Problem-Solving Skills by The 5E Learning Model

Directory of Open Access Journals (Sweden)

Sri Mulyani Endang Susilowati

2017-12-01

Full Text Available Biology learning in MA (Madrasah Aliyah Khas Kempek was still dominated by teacher with low students’ involvement. This study would analyze the effectiveness of the 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation learning model in improving scientific knowledge and problems solving. It also explained the relationship between students’ scientific reasoning with their problem-solving abilities. This was a pre-experimental research with one group pre-test post-test. Sixty students of MA Khas Kempek from XI MIA 3 and XI MIA 4 involved in this study. The learning outcome of the students was collected by the test of reasoning and problem-solving. The results showed that the rises of students’ scientific reasoning ability were 69.77% for XI MIA 3 and 66.27% for XI MIA 4, in the medium category. The problem-solving skills were 63.40% for XI MIA 3, 61.67% for XI MIA 4, and classified in the moderate category. The simple regression test found a linear correlation between students’ scientific reasoning and problem-solving ability. This study affirms that reasoning ability is needed in problem-solving. It is found that application of 5E learning model was effective to improve scientific reasoning and problem-solving ability of students.

THE OFFICE OF AEROSPACE RESEARCH SCIENTIFIC AND TECHNICAL INFORMATION PROGRAM

Science.gov (United States)

The document outlines the mission and organization of the Office of Aerospace Research (OAR), then describes how its principal product, scientific...effective technical information program, are documented by examples. The role of the Office of Scientific and Technical Information within OAR as performed

Effect of Work-Based Learning Approach Genius Scientific Judging of the Physics Learning Achievement of Knowledge Early SMPN 13 Balikpapan in 2012

Directory of Open Access Journals (Sweden)

Suliyono Suliyono

2014-06-01

Full Text Available Pengaruh Pendekatan Genius Learning Berbasis Kerja Ilmiah terhadap Prestasi Belajar Fisika Ditinjau dari  Pengetahuan Awal Siswa SMPN 13 Balikpapan Tahun 2012 Abstract: student mastery of the concepts of physics would be better if teachers implement instructional strategies that can make students more active and motivated, but still maintain a constructivist. Work-Based Learning Approach Scientific Genius (GLBKI is believed to be able to answer the demands of the development of education and facilitate students in learning physics concepts. The purpose of this study was to examine student achievement studying the Work-Based Learning Approach Genius Scientific and conventional learning. GLBKI approach to the treatment of experimental classes randomly selected and control classes conducted conventional learning. Learning achievement data collected by physics learning achievement tests. Results of the study are:  (1 there is a significant difference between student achievement through conventional learning and work-based learning approach scientific genius, (2 students who studied with GLBKI approach has physics learning achievement higher than the students who studied with conventional learning, ( 3 learning by using the Work-Based Learning Approach Scientific Genius can deliver improved student achievement is higher than the students who studied with conventional learning. Key words: work-based learning strategies genius of scientific, academic achievement, prior knowledge Abstrak: Penguasaan siswa terhadap konsep-konsep fisika akan lebih baik apabila pendidik menerap-kan strategi pembelajaran yang dapat membuat siswa lebih aktif dan termotivasi, namun tetap memper-tahankan konstruktivis. Pendekatan Genius Learning Berbasis Kerja Ilmiah (GLBKI diyakini mampu menjawab tuntutan perkembangan pendidikan dan mempermudah siswa dalam mempelajari konsep-konsep fisika. Tujuan penelitian ini adalah untuk menguji  prestasi belajar siswa yang belajar

Discussion to the effects and development of nuclear geological scientific and technical information

International Nuclear Information System (INIS)

Zhang Shucheng

2010-01-01

Nuclear geological scientific and technical information has played an important role in the national economic construction and energy development, as well as exploration of uranium geology. With the increasing difficulty of prospecting, both scientific research or geological prospecting work are increasingly dependent on scientific and technical information, so, nuclear geological research and services in the scientific and technical information have become an increasing concern. From effect of the information and information resources in scientific research, the article discusses the synthesis research and services in the nuclear geological scientific and technical information, and play the role of uranium geological prospecting in the period of 'Tenth Five-Year'. In the period of the 'Eleventh Five-Year' and the coming period, the authors proposes a conception that how to strengthen the digital construction of nuclear geology scientific literature, integrative information resources and development and utilization in the network environment; and outlooks a developing prospects, that is, how to more effectively apply modern information technology, so that provides a guarantee of information resources for the scientific research and production in the new round of exploration of uranium resources. (author)

Evolution of a Model for Socio-Scientific Issue Teaching and Learning

Science.gov (United States)

Sadler, Troy D.; Foulk, Jaimie A.; Friedrichsen, Patricia J.

2017-01-01

Socio-scientific teaching and learning (SSI-TL) has been suggested as an effective approach for supporting meaningful learning in school contexts; however, limited tools exist to support the work of designing and implementing this approach. In this paper, we draw from a series of four design based research projects that have produced SSI…

Learning in the Discovery Sciences: The History of a "Radical" Conceptual Change, or the Scientific Revolution That Was Not

Science.gov (United States)

Roth, Wolff-Michael

2014-01-01

In this study, I provide a microgenetic-historical account of learning in an informal setting: the conceptual change that occurred while a university-based scientific research laboratory investigated the absorption of light in rod-based photoreceptors of coho salmon, which the "dogma" had suggested to be related to the migration between…

Improving Problem Solving Skill and Self Regulated Learning of Senior High School Students through Scientific Approach using Quantum Learning strategy

Directory of Open Access Journals (Sweden)

M Sudirman

2017-12-01

Full Text Available This research is quasi experiment with control group pretest-postest design. The sampel in this research using the techique of purposive sampling so the samples used were two classes of the 11th grade students of SMAN 14 Bandung in the academic year 2017/2018. The experiment group uses saintific approach using Quantum Learning strategy and control group uses saintific approach. In collecting the data the researcher will use the test of problem solving ability and self regulated learning as the instrument. The aims of this research are to:1find out the improvement of students mathematical problem solving through scientific approach using Quantum Learning study, 2 find out students self regulated learning through scientific approach using Quantum Learning.

Pertinent Strategy Issues in Scientific Information and Communication in 2004

NARCIS (Netherlands)

Roosendaal, Hans E.; Geurts, Petrus A.T.M.; Hilf, E.R.; Hauke, P.

2005-01-01

In this article we will discuss some broader developments in the field of scientific information with the aim to determine and analyse some of the pertinent strategic issues that the stakeholders will face at present time. The stakeholders in the value chain of scientific information are: the user

STEM LEARNING IN MATERIAL OF TEMPERATURE AND ITS CHANGE TO IMPROVE SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL

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N. Khaeroningtyas

2016-04-01

Full Text Available This research aims to determine the improvement of students’ scientific literacy after STEM (Science, Technology, Engineering, and Mathematics learning using 6E Learning by DesignTM Model on temperature and its changes material. The research was conducted in SMP Negeri (State Junior High School 1 Bumiayu in the academic year 2015/2016. The method used was quasi-experimental design with The Matching Only - pretest posttest control group design. This study used two group of experiment group of students who learned the material with STEM learning using 6E Learning by DesignTM, while the control group students learned with non-STEM learning. The analysis showed that the students' scientific literacy in experiment group is better than control group. The conclusion that can be drawn is STEM learning using 6E Learning by DesignTM on temperature and its changes material can improve students’ scientific literacy.

DOE Advanced Scientific Computing Advisory Committee (ASCAC) Subcommittee Report on Scientific and Technical Information

Energy Technology Data Exchange (ETDEWEB)

Hey, Tony [eScience Institute, University of Washington; Agarwal, Deborah [Lawrence Berkeley National Laboratory; Borgman, Christine [University of California, Los Angeles; Cartaro, Concetta [SLAC National Accelerator Laboratory; Crivelli, Silvia [Lawrence Berkeley National Laboratory; Van Dam, Kerstin Kleese [Pacific Northwest National Laboratory; Luce, Richard [University of Oklahoma; Arjun, Shankar [CADES, Oak Ridge National Laboratory; Trefethen, Anne [University of Oxford; Wade, Alex [Microsoft Research, Microsoft Corporation; Williams, Dean [Lawrence Livermore National Laboratory

2015-09-04

The Advanced Scientific Computing Advisory Committee (ASCAC) was charged to form a standing subcommittee to review the Department of Energy’s Office of Scientific and Technical Information (OSTI) and to begin by assessing the quality and effectiveness of OSTI’s recent and current products and services and to comment on its mission and future directions in the rapidly changing environment for scientific publication and data. The Committee met with OSTI staff and reviewed available products, services and other materials. This report summaries their initial findings and recommendations.

Constructed vs. received graphical representations for learning about scientific controversy: Implications for learning and coaching

Science.gov (United States)

Cavalli-Sforza, Violetta Laura Maria

Students in science classes hardly ever study scientific controversy, especially in terms of the different types of arguments used to support and criticize theories and hypotheses. Yet, learning the reasons for scientific debate and scientific change is an important part of appreciating the nature of the scientific enterprise and communicating it to the non-scientific world. This dissertation explores the usefulness of graphical representations in teaching students about scientific arguments. Subjects participating in an extended experiment studied instructional materials and used the Belvedere graphical interface to analyze texts drawn from an actual scientific debate. In one experimental condition, subjects used a box-and-arrow representation whose primitive graphical elements had preassigned meanings tailored to the domain of instruction. In the other experimental condition, subjects could use the graphical elements as they wished, thereby creating their own representation. The development of a representation, by forcing a deeper analysis, can potentially yield a greater understanding of the domain under study. The results of the research suggest two conclusions. From the perspective of learning target concepts, asking subjects to develop their own representation may not hurt those subjects who gain a sufficient understanding of the possibilities of abstract representation. The risks are much greater for less able subjects because, if they develop a representation that is inadequate for expressing the target concepts, they will use those concepts less or not at all. From the perspective of coaching subjects as they diagram their analysis of texts, a predefined representation has significant advantages. If it is appropriately expressive for the task, it provides a common language and clearer shared meaning between the subject and the coach. It also enables the coach to understand subjects' analysis more easily, and to evaluate it more effectively against the

Learning Environments and the Scientific Dimension of Didactical Endeavor

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Marius Costel EŞI

2013-06-01

Full Text Available Axiological and pragmatic valences of the teaching/pedagogical dimension express the important role that communication strategies have in the educational management. For this purpose, the organization of specific skills into the practical dimension of the educational process utterly indicates the relevance that didactical innovation has within a learning environment. Such an innovation falls within the professionalism, experience and originality of the socio-educational actor. Moreover, the scientific basis of education involves a rational recovery in the teleological dimension of scientific knowledge. It is about assuming, practically and theoretically, the axiological approaches in the simplicity-complexity relation. No doubt, this kind of understanding reflects the fact that, in social terms, the development and the acceptance of educational standards imply discursive forms of pragmatic explanation. Thus, the instrumental value of the social act refers to specific arrangements of particular forms of knowledge, like the knowledge of teaching. Therefore, optimizing a process of socialization involves learning and accepting a well established system of values.

Recostructing the Physics Teaching Didactic based on Marzano’s Learning Dimension on Training the Scientific Literacies

Science.gov (United States)

Karim, S.; Prima, E. C.; Utari, S.; Saepuzaman, D.; Nugaha, M. G.

2017-02-01

Scientific literacy is currently considered as an important aspect supporting an useful citizenship ability for civilians inhabiting highly developed countries as well as developing countries. Consequently, certain countries recommended this scientific literacy to be applied at a national curricula. The PISA study showed the Indonesian scientific literacy level of 1, which means as just simple science phenomenon that could be exactly descibed by a student. This condition indicates that common science teachings do not optimally facillitate students to guide the scientific literacy. By proposing this research, the science didactic reconstruction will be offered in order to gain the students’ scientific literacy evaluated from the qualitative analysis of the action research and the students’ respons during learning science. The qualitative evaluation was developed based on the Marzano’s learning dimension about the scientific literacy. This research, involving 29 students as participants, analyzed the improved physics teaching didactic as described in the following sentences. The teaching reconstruction concerned a high attention to the development of the structural knowledge. The knowledge was acquired from a real phenomenon followed by giving the instructed questions as the second learning dimension. The third dimension of learning reconstruction aimed to provide the knowledge repetition on an appropriate science context. At the fourth dimension, the reconstruction should be improved in order to find the best treatment for the students. Hopefully, they can control the physical parameter and evaluate the result of their investigation related to the given science problems. It can be concluded that most of the students were interested in learning science. However, the productive learning didn’t accompany students to the Marzano’s second, third, and fourth learning dimensions.

Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

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Choi, Woojae; Jacobs, Ronald L.

2011-01-01

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

Lessons Learned about Best Practices for Communicating Earthquake Forecasting and Early Warning to Non-Scientific Publics

Science.gov (United States)

Sellnow, D. D.; Sellnow, T. L.

2017-12-01

Earthquake scientists are without doubt experts in understanding earthquake probabilities, magnitudes, and intensities, as well as the potential consequences of them to community infrastructures and inhabitants. One critical challenge these scientific experts face, however, rests with communicating what they know to the people they want to help. Helping scientists translate scientific information to non-scientists is something Drs. Tim and Deanna Sellnow have been committed to for decades. As such, they have compiled a host of data-driven best practices for communicating effectively to non-scientific publics about earthquake forecasting, probabilities, and warnings. In this session, they will summarize what they have learned as it may help earthquake scientists, emergency managers, and other key spokespersons share these important messages to disparate publics in ways that result in positive outcomes, the most important of which is saving lives.

Intertextual learning strategy with guided inquiry on solubility equilibrium concept to improve the student’s scientific processing skills

Science.gov (United States)

Wardani, K. U.; Mulyani, S.; Wiji

2018-04-01

The aim of this study was to develop intertextual learning strategy with guided inquiry on solubility equilibrium concept to enhance student’s scientific processing skills. This study was conducted with consideration of some various studies which found that lack of student’s process skills in learning chemistry was caused by learning chemistry is just a concept. The method used in this study is a Research and Development to generate the intertextual learning strategy with guided inquiry. The instruments used in the form of sheets validation are used to determine the congruence of learning activities by step guided inquiry learning and scientific processing skills with aspects of learning activities. Validation results obtained that the learning activities conducted in line with aspects of indicators of the scientific processing skills.

Struggles with learning about scientific models in a middle school science classroom

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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

THE USE OF INFORMATION RESOURCES OF THE KNUKIM SCIENTIFIC LIBRARY FOR INFORMATION SERVICES PROVIDING

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В. В. Степко

2017-10-01

Full Text Available The article highlights information resources of the scientific library of the Kiev National University of Culture and Arts and characterizes its use in the system of providing librarian and informational services for users. It is proved that the important information resource of the library is website, which provides additional opportunities for users, forming a positive image of the library in the virtual space. The site contains information on various directions of the library’s activities, librarian services, projects and media products. One of the main tasks of the library is formation and presentation on the website of the electronic catalog as a multifunctional bibliographic resource, which is the basis for informational services and the basic information product of the library. The creation of an electronic library continues as the essential element of providing qualitative and effective services to users. The article discusses the functioning of the “Virtual Help” service as an effective form of working with remote users. The authors also consider such an actual direction of the library’s activity as the presentation of the scientific and creative heritage of the university with help of “12 + books of the year” project. The aim of the project is to inform about new editions of university’s teachers published this year and presented in the library fund. The implementation of the patriotic innovation and educational project “Treasures of the Nation”, whose purpose is to study and popularize the elements of the intangible cultural heritage ofUkraine, is analyzed. The booktrails and flash presentations are considered as a means of presenting books prepared by the library staff. The preparation of longreed, a new format for submitting information on the Internet, is also considered. Thanks to the use of Tilda Publishing and ThingLink services, innovative products were created: a complex multimedia story that combined photos

The Virtual Learning Commons: Supporting the Fuzzy Front End of Scientific Research with Emerging Technologies

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Pennington, D. D.; Gandara, A.; Gris, I.

2012-12-01

The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of Semantic Web, mash up, and social networking tools that supports knowledge sharing and innovation across scientific disciplines in research and education communities and networks. The explosion of scientific resources (data, models, algorithms, tools, and cyberinfrastructure) challenges the ability of researchers to be aware of resources that might benefit them. Even when aware, it can be difficult to understand enough about those resources to become potential adopters or re-users. Often scientific data and emerging technologies have little documentation, especially about the context of their use. The VLC tackles this challenge by providing mechanisms for individuals and groups of researchers to organize Web resources into virtual collections, and engage each other around those collections in order to a) learn about potentially relevant resources that are available; b) design research that leverages those resources; and c) develop initial work plans. The VLC aims to support the "fuzzy front end" of innovation, where novel ideas emerge and there is the greatest potential for impact on research design. It is during the fuzzy front end that conceptual collisions across disciplines and exposure to diverse perspectives provide opportunity for creative thinking that can lead to inventive outcomes. The VLC integrates Semantic Web functionality for structuring distributed information, mash up functionality for retrieving and displaying information, and social media for discussing/rating information. We are working to provide three views of information that support researchers in different ways: 1. Innovation Marketplace: supports users as they try to understand what research is being conducted, who is conducting it, where they are located, and who they collaborate with; 2. Conceptual Mapper: supports users as they organize their

The influence of Iranian scientific journals in disseminating medical information.

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Aminpour, Farzaneh

2012-02-01

Scientific journals are the most credible and updated information resources for valid information in the various fields of science and technology. The present study investigates the status of Iranian scientific journals in disseminating medical information to the world of science. Total 163 Iranian medical journals accredited by national medical journals commission of Iranian ministry of health and medical education were evaluated through a cross-sectional study. The results were represented in descriptive statistics in the form of table and chart. The study showed that 89.6% of Iranian medical journals were covered by regional information databases. Web of Science database indexed 22 (13.5%) Iranian journals in the field of medical science. Only six (6.7%) journals were indexed by Medline. Fifty-eight (35.6%) journals were in English, 102 (62.6%) in Persian, and three (1.8%) were bilingual which published their articles both in Persian and English languages. The highest Impact factor belonged to Iranian Journal of Allergy Asthma and Immunology. Improving scientific credibility of Iranian scholarly journals and their influence in disseminating medical information calls for a precise scientific and executive administration in publishing standards and also in the quality of content.

Engaging Fifth Graders in Scientific Modeling to Learn about Evaporation and Condensation

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Hokayem, Hayat; Schwarz, Christina

2014-01-01

Reform efforts in science education have aimed at fostering scientific literacy by helping learners meaningfully engage in scientific practices to make sense of the world. In this paper, we report on our second year of unit implementation that has investigated 34 fifth grade students' (10-year-olds) learning about evaporation and condensation…

Opportunities to Learn Scientific Thinking in Joint Doctoral Supervision

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Kobayashi, Sofie; Grout, Brian W.; Rump, Camilla Østerberg

2015-01-01

Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work being reported that is based on observation of actual supervision. While joint supervision has become widely…

EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

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Gede Wartawan Putu

2018-01-01

Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school in Singaraja. Research was an quasi- experimental study by using “The Posttest-Only Control Group Design”. The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students. The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students. A Likert scale instrument was used to measure the scientific attitude students. Data were analyzed using analysis of variance with SPSS 20.0 at significance level α = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional. The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

Culture of Scientific Information in Mass Media on the Internet

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Arwa 'Isa al-Yasiry

2006-12-01

Full Text Available This research aims at evaluating the quality of scientific information culture that introduce it the Arabic mass media in the internet and how it covering the reality of Arabic scientific information by using analysis content method for these websites then we most be know how these websites treating with information culture considering information systems has input, output and mutual relations between the elements of this system that include the following three components: 1- External relations that connecting between the culture and the reality. 2- Internal elements for this system. 3- Infrastructures for this system that represented in the cultural policy, informational , information resources and human resources

78 FR 61363 - Correction-Scientific Information Request on Medication Therapy Management

Science.gov (United States)

2013-10-03

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Agency for Healthcare Research and Quality Correction--Scientific Information Request on Medication Therapy Management The original date of publication for this....AHRQ.gov/index.cfm/submit-scientific-information-packets/ Dated: September 27, 2013. Richard Kronick...

Blending Formal and Informal Learning Networks for Online Learning

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Czerkawski, Betül C.

2016-01-01

With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory…

Mobile Informal Learning

NARCIS (Netherlands)

Glahn, Christian; Börner, Dirk

2010-01-01

Glahn, C., & Börner, D. (2009). Mobile Informal Learning. Presented at Mobile Learning in Context Symposium at the Open University of the Netherlands. September, 11, 2009, Heerlen, The Netherlands: Open University of the Netherlands.

Informal Science Educators' Views about Nature of Scientific Knowledge

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Holliday, Gary M.; Lederman, Norman G.

2014-01-01

Publications such as "Surrounded by science: Learning science in informal environments" [Fenichel, M., & Schweingruber, H. A. (2010). Washington, DC: The National Academies Press] and "Learning science in informal environments: People, places, and pursuits" [National Research Council. (2009). Washington, DC: National…

Analyze Critical Thinking Skills and Scientific Attitude in Physics Learning Used Inquiry Training and Direct Instruction Learning Model

OpenAIRE

Parsaoran Damanik, Dede; Bukit, Nurdin

2013-01-01

This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which s...

EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

Directory of Open Access Journals (Sweden)

putu wartawan

2017-12-01

Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school  in Singaraja. Research was an  quasi- experimental study by using  “The Posttest-Only Control Group Design”.  The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students.  The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students.  A Likert scale instrument was used to measure the scientific attitude students.  Data were analyzed using  analysis of variance with SPSS 20.0 at significance level a = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional.  The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

Informal Learning from Error in Hospitals: What Do We Learn, How Do We Learn and How Can Informal Learning Be Enhanced? A Narrative Review

Science.gov (United States)

de Feijter, Jeantine M.; de Grave, Willem S.; Koopmans, Richard P.; Scherpbier, Albert J. J. A.

2013-01-01

Learning from error is not just an individual endeavour. Organisations also learn from error. Hospitals provide many learning opportunities, which can be formal or informal. Informal learning from error in hospitals has not been researched in much depth so this narrative review focuses on five learning opportunities: morbidity and mortality…

Pre-Service Teachers Critically Evaluate Scientific Information on the World-Wide Web: What Makes Information Believable?

Science.gov (United States)

Iding, Marie; Klemm, E. Barbara

2005-01-01

The present study addresses the need for teachers to critically evaluate the credibility, validity, and cognitive load associated with scientific information on Web sites, in order to effectively teach students to evaluate scientific information on the World Wide Web. A line of prior research investigating high school and university students'…

PROSPECTS OF THE DEVELOPMENT OF THE MODERN EDUCATIONAL INSTITUTIONS' LEARNING AND RESEARCH ENVIRONMENT: TO THE 15TH ANNIVERSARY OF THE INSTITUTE OF INFORMATION TECHNOLOGIES AND LEARNING TOOLS OF NAPS OF UKRAINE

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M. P. Shyshkina

2014-05-01

Full Text Available During 15 years the Institute of Information technology and training of NAPS of Ukraine carries out research work aimed at solving actual problems of the creation, implementation and use of ICT in education, construction and development of computer-based learning environment of open education and e-learning, electronic educational resources, managing and supporting of the researches, technologies of cloud computing. The article considers the main activities of the Institute of Information Technologies and Learning Tools of NAPS of Ukraine. The experience of actual pedagogical issues developing, cooperation among research institutions and universities within activities of joint research laboratories, are reflected. The prospective research directions that will contribute to the modernization and further development of modern learning and scientific environment of educational institutions of Ukraine, in particular, the introduction of cloud oriented tools and technologies, the learning e-resources quality assurance, are outlined. The aim of the paper is to outline the main activities of the Institute of Information technology and training of NAPS of Ukraine during last 15 years and reflect the experience and perspectives of scientific and pedagogical cooperation of national research institutions and universities.

Analysis of student’s scientific attitude behaviour change effects blended learning supported by I-spring Suite 8 application

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Budiharti, Rini; Waras, N. S.

2018-05-01

This article aims to describe the student’s scientific attitude behaviour change as treatment effect of Blended Learning supported by I-Spring Suite 8 application on the material balance and the rotational dynamics. Blended Learning models is learning strategy that integrate between face-to-face learning and online learning by combination of various media. Blended Learning model supported I-Spring Suite 8 media setting can direct learning becomes interactive. Students are guided to actively interact with the media as well as with other students to discuss getting the concept by the phenomena or facts presented. The scientific attitude is a natural attitude of students in the learning process. In interactive learning, scientific attitude is so needed. The research was conducted using a model Lesson Study which consists of the stages Plan-Do-Check-Act (PDCA) and applied to the subject of learning is students at class XI MIPA 2 of Senior High School 6 Surakarta. The validity of the data used triangulation techniques of observation, interviews and document review. Based on the discussion, it can be concluded that the use of Blended Learning supported media I-Spring Suite 8 is able to give the effect of changes in student behaviour on all dimensions of scientific attitude that is inquisitive, respect the data or fact, critical thinking, discovery and creativity, open minded and cooperation, and perseverance. Display e-learning media supported student worksheet makes the students enthusiastically started earlier, the core until the end of learning

The Analysis of Physics Learning in Senior High School of Semarang Based on The Scientific Approach and Assessment

Science.gov (United States)

Hardyanti, R. C.; Hartono; Fianti

2018-03-01

Physics Learning in Curriculum of 2013 is closely related to the implementation of scientific approach and authentic assessment in learning. This study aims to analyze the implementation of scientific approaches and authentic assessment in physics learning, as well as to analyze the constraints of scientific approach and authentic assessment in physics learning. The data collection techniques used in this study are questionnaires, observations, interviews, and documentation. The calculation results used are percentage techniques and analyzed by using qualitative descriptive approach. Based on the results of research and discussion, the implementation of physics learning based on the scientific approach goes well with the percentage of 84.60%. Physical learning activity based on authentic assessment also goes well with the percentage of 88%. The results of the percentage of scientific approaches and authentic assessment approaches are less than 100%. It shows that there are obstacles to the implementation of the scientific approach and the constraints of authentic assessment. The obstacles to the implementation of scientific approach include time, heavy load of material, input or ability of learners, the willingness of learners in asking questions, laboratory support, and the ability of students to process data. While the obstacles to the implementation of authentic assessment include the limited time for carrying out of authentic assessment, the components of the criteria in carrying out the authentic assessment, the lack of discipline in administering the administration, the difficulty of changing habits in carrying out the assessment from traditional assessment to the authentic assessment, the obstacle to process the score in accordance with the format Curriculum of 2013.

Teaching Scientific Metaphors through Informational Text Read-Alouds

Science.gov (United States)

Barnes, Erica M.; Oliveira, Alandeom W.

2018-01-01

Elementary students are expected to use various features of informational texts to build knowledge in the content areas. In science informational texts, scientific metaphors are commonly used to make sense of complex and invisible processes. Although elementary students may be familiar with literary metaphors as used in narratives, they may be…

Management of scientific information with Google Drive.

Science.gov (United States)

Kubaszewski, Łukasz; Kaczmarczyk, Jacek; Nowakowski, Andrzej

2013-09-20

The amount and diversity of scientific publications requires a modern management system. By "management" we mean the process of gathering interesting information for the purpose of reading and archiving for quick access in future clinical practice and research activity. In the past, such system required physical existence of a library, either institutional or private. Nowadays in an era dominated by electronic information, it is natural to migrate entire systems to a digital form. In the following paper we describe the structure and functions of an individual electronic library system (IELiS) for the management of scientific publications based on the Google Drive service. Architecture of the system. Architecture system consists of a central element and peripheral devices. Central element of the system is virtual Google Drive provided by Google Inc. Physical elements of the system include: tablet with Android operating system and a personal computer, both with internet access. Required software includes a program to view and edit files in PDF format for mobile devices and another to synchronize the files. Functioning of the system. The first step in creating a system is collection of scientific papers in PDF format and their analysis. This step is performed most frequently on a tablet. At this stage, after being read, the papers are cataloged in a system of folders and subfolders, according to individual demands. During this stage, but not exclusively, the PDF files are annotated by the reader. This allows the user to quickly track down interesting information in review or research process. Modification of the document title is performed at this stage, as well. Second element of the system is creation of a mirror database in the Google Drive virtual memory. Modified and cataloged papers are synchronized with Google Drive. At this stage, a fully functional scientific information electronic library becomes available online. The third element of the system is a

Education for Knowledge Society: Learning and Scientific Innovation Environment

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Alexander O. Karpov

2017-11-01

Full Text Available Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at schools and universities; conceptualization and theoretical modeling of the cognitively active surrounding, which provides an infrastructure of the research-type cognitive process. The empirical material summarized in this work was collected in the research-cognitive space of the “Step into the Future” program, which is one of the most powerful systems of research education in present-day Russia. The article presents key points of the author's concept of generative learning environments and a model of learning and scientific innovation environment implemented at Russian schools and universities.

Mobile Informal Learning

NARCIS (Netherlands)

Börner, Dirk; Glahn, Christian; Specht, Marcus

2009-01-01

Börner, D., Glahn, C., & Specht, M. (2009). Mobile Informal Learning. Presentation for the Education in the Wild: contextual and location-based mobile learning in action workshop at the STELLAR Alpine Rendez-Vous 2009. November, 30-December, 3, 2009, Garmisch-Partenkirchen, Germany.

Information dissemination, environment and scientific information; Informazione, ambiente e scienza. Studi di caso e prospettive

Energy Technology Data Exchange (ETDEWEB)

Borrelli, G; Marchetti, A [ENEA, Centro Ricerche Casaccia, Rome (Italy). Dipt. Ambiente; Belli, M [WWF, Fondo Mondiale per la Natura, Rome (Italy)

1998-02-01

Among ENEA (Italian National Agency for New Technologies, Energy, and the Environment) activities, one deals with analysis and strategies of environmental and scientific information. A questionnaire, created in collaboration with AIGA (Italian Environmental Journalist Association) and UGIS (Italian Scientific Journalist Association) and WWF has been realized. Purpose of the work was to check the level of sensitivity of the Italian journalists on environmental and scientific issues and to investigate the main obstacle facing to their professional activity.Environmental and scientific problems are usually not correctly perceived by the public. These problems, in fact, undergo a `closeness/distance` perception syndrome despite the fact that they are often presented and discussed in the media. The dichotomy may be explained according to the following phenomenology: 1. the existence of the problem is well known but the scientific and technological contest results to be of hard comprehension; 2. better and prolonged debating about the problem increments the attendance echo but simultaneously decrements the real understanding of it. The public opinion response to the diffusion of news related to environmental and scientific themes of no immediate understanding is of great concern; 3. media organizations are not always suited for dealing with the advanced matter of environmental and scientific information.

Using Learning Analytics to Understand Scientific Modeling in the Classroom

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David Quigley

2017-11-01

Full Text Available Scientific models represent ideas, processes, and phenomena by describing important components, characteristics, and interactions. Models are constructed across various scientific disciplines, such as the food web in biology, the water cycle in Earth science, or the structure of the solar system in astronomy. Models are central for scientists to understand phenomena, construct explanations, and communicate theories. Constructing and using models to explain scientific phenomena is also an essential practice in contemporary science classrooms. Our research explores new techniques for understanding scientific modeling and engagement with modeling practices. We work with students in secondary biology classrooms as they use a web-based software tool—EcoSurvey—to characterize organisms and their interrelationships found in their local ecosystem. We use learning analytics and machine learning techniques to answer the following questions: (1 How can we automatically measure the extent to which students’ scientific models support complete explanations of phenomena? (2 How does the design of student modeling tools influence the complexity and completeness of students’ models? (3 How do clickstreams reflect and differentiate student engagement with modeling practices? We analyzed EcoSurvey usage data collected from two different deployments with over 1,000 secondary students across a large urban school district. We observe large variations in the completeness and complexity of student models, and large variations in their iterative refinement processes. These differences reveal that certain key model features are highly predictive of other aspects of the model. We also observe large differences in student modeling practices across different classrooms and teachers. We can predict a student’s teacher based on the observed modeling practices with a high degree of accuracy without significant tuning of the predictive model. These results highlight

Crayfish Behavior: Observing Arthropods to Learn about Science & Scientific Inquiry

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Rop, Charles J.

2010-01-01

This is a set of animal behavior investigations in which students will practice scientific inquiry as they observe crayfish, ask questions, and discuss territoriality, social interactions, and other behaviors. In doing this, they hone their skills of observation, learn to record and analyze data, control for variables, write hypotheses, make…

Learning biology through connecting mathematics to scientific mechanisms: Student outcomes and teacher supports

Science.gov (United States)

Schuchardt, Anita

Integrating mathematics into science classrooms has been part of the conversation in science education for a long time. However, studies on student learning after incorporating mathematics in to the science classroom have shown mixed results. Understanding the mixed effects of including mathematics in science has been hindered by a historical focus on characteristics of integration tangential to student learning (e.g., shared elements, extent of integration). A new framework is presented emphasizing the epistemic role of mathematics in science. An epistemic role of mathematics missing from the current literature is identified: use of mathematics to represent scientific mechanisms, Mechanism Connected Mathematics (MCM). Building on prior theoretical work, it is proposed that having students develop mathematical equations that represent scientific mechanisms could elevate their conceptual understanding and quantitative problem solving. Following design and implementation of an MCM unit in inheritance, a large-scale quantitative analysis of pre and post implementation test results showed MCM students, compared to traditionally instructed students) had significantly greater gains in conceptual understanding of mathematically modeled scientific mechanisms, and their ability to solve complex quantitative problems. To gain insight into the mechanism behind the gain in quantitative problem solving, a small-scale qualitative study was conducted of two contrasting groups: 1) within-MCM instruction: competent versus struggling problem solvers, and 2) within-competent problem solvers: MCM instructed versus traditionally instructed. Competent MCM students tended to connect their mathematical inscriptions to the scientific phenomenon and to switch between mathematical and scientifically productive approaches during problem solving in potentially productive ways. The other two groups did not. To address concerns about teacher capacity presenting barriers to scalability of MCM

Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education

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Bayu Sandika

2018-03-01

Full Text Available Inquiry-based learning is one of the learning methods which can provide an active and authentic scientific learning process in order students are able to improve the creative thinking skills and scientific attitude. This study aims at improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education at the Institut Agama Islam Negeri (IAIN Jember, Indonesia. This study is included in a descriptive quantitative research. The research focused on the topic of cell transport which was taught toward 25 students of Biology 2 class from 2017 academic year of Biology Education Department at the IAIN Jember. The learning process was conducted in two meetings in November 2017. The enhancement of students' creative thinking skills was determined by one group pre-test and post-test research design using test instrument meanwhile the scientific attitude focused on curiosity and objectivity were observed using the non-test instrument. Research result showed that students' creative thinking skills enhanced highly and students' scientific attitude improved excellently through inquiry-based learning in basic biology lecture.

A new learning paradigm: learning using privileged information.

Science.gov (United States)

Vapnik, Vladimir; Vashist, Akshay

2009-01-01

In the Afterword to the second edition of the book "Estimation of Dependences Based on Empirical Data" by V. Vapnik, an advanced learning paradigm called Learning Using Hidden Information (LUHI) was introduced. This Afterword also suggested an extension of the SVM method (the so called SVM(gamma)+ method) to implement algorithms which address the LUHI paradigm (Vapnik, 1982-2006, Sections 2.4.2 and 2.5.3 of the Afterword). See also (Vapnik, Vashist, & Pavlovitch, 2008, 2009) for further development of the algorithms. In contrast to the existing machine learning paradigm where a teacher does not play an important role, the advanced learning paradigm considers some elements of human teaching. In the new paradigm along with examples, a teacher can provide students with hidden information that exists in explanations, comments, comparisons, and so on. This paper discusses details of the new paradigm and corresponding algorithms, introduces some new algorithms, considers several specific forms of privileged information, demonstrates superiority of the new learning paradigm over the classical learning paradigm when solving practical problems, and discusses general questions related to the new ideas.

Informal learning for regional development

OpenAIRE

Walser, Manfred

2007-01-01

Formal learning is, as the name implies familiar and hence easy to conduct. Informal learning on the other hand begs the question - how will it be managed? Further research is therefore necessary in the field of formulating a consistent theory, understanding what the potential for R&D could be and considering the interplay between formal and informal learning.

Motivational Factors in Self-Directed Informal Learning from Online Learning Resources

Science.gov (United States)

Song, Donggil; Bonk, Curtis J.

2016-01-01

Learning is becoming more self-directed and informal with the support of emerging technologies. A variety of online resources have promoted informal learning by allowing people to learn on demand and just when needed. It is significant to understand self-directed informal learners' motivational aspects, their learning goals, obstacles, and…

Intelligent tools for building a scientific information platform advanced architectures and solutions

CERN Document Server

Skonieczny, Lukasz; Rybinski, Henryk; Kryszkiewicz, Marzena; Niezgodka, Marek

2013-01-01

This book is a selection of results obtained within two years of research per- formed under SYNAT - a nation-wide scientific project aiming at creating an infrastructure for scientific content storage and sharing for academia, education and open knowledge society in Poland. The selection refers to the research in artificial intelligence, knowledge discovery and data mining, information retrieval and natural language processing, addressing the problems of implementing intelligent tools for building a scientific information platform.This book is a continuation and extension of the ideas presented in “Intelligent Tools for Building a Scientific Information Platform” published as volume 390 in the same series in 2012. It is based on the SYNAT 2012 Workshop held in Warsaw. The papers included in this volume present an overview and insight into information retrieval, repository systems, text processing, ontology-based systems, text mining, multimedia data processing and advanced software engineering.  

High-Level Colloquium on Information Literacy and Lifelong Learning Bibliotheca Alexandrina, Alexandria, Egypt - Report of Meeting

OpenAIRE

Breivik, Patricia; Byrne, Alex; Forest Horton, Woody; Ferreiro, Soledad; Boekhorst, Albert; Hassan, Helena; Ponjuan, Gloria; Lau, Jesús; Candy, Phil

2006-01-01

Report of a Meeting Sponsored by the United Nations Education, Scientific, and Cultural Organisation (UNESCO), National Forum on Information Literacy (NFIL) and the International Federation of Library Associations and Institutions (IFLA). The report is organized according to four primary areas related to Information Literacy: Education and Learning, Health and Human Services, Business and Economic Development, and Governance and Citizenship. It highlights recommendations for empowering cit...

Teaching-learning of psychology: reflections from interbehavioral scientific matrix

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Winter Edgar Reyna Cruz

2017-12-01

Full Text Available In previous works it has been pointed out that the exercise of Psychology is not limited to a single type of practice; On the contrary, psychologists perform philosophical, theoretical, technological, professional and transdisciplinary practices. Derived from the above in the present work, it is argued that teaching-learning Psychology demands that the aforementioned practices be taught-learn, to a greater or lesser extent. Based on this, (a the specific characteristics of each practice are described roughly; (b there is an aroused presentation of the main interbehavioral theoretical contributions regarding the teaching-learning of Psychology, the didactic interaction and the teacher's performance, which have focused on the learning of the practice of scientific investigation and its teaching; and, derived from the previous points, (c some reflections are presented regarding the teaching practice of psychology, as well as the learning of it, taking into account the different practices that are carried out in this discipline and not only with respect to the research practice. In the final comments, the benefits of the distinction of psychological practices in the training of apprentices of the discipline are indicated

Development of innovative problem based learning model with PMRI-scientific approach using ICT to increase mathematics literacy and independence-character of junior high school students

Science.gov (United States)

Wardono; Waluya, B.; Kartono; Mulyono; Mariani, S.

2018-03-01

This research is very urgent in relation to the national issue of human development and the nation's competitiveness because of the ability of Indonesian Junior High School students' mathematics literacy results of the Programme for International Student Assessment (PISA) by OECD field of Mathematics is still very low compared to other countries. Curriculum 2013 launched one of them reflect the results of PISA which is still far from the expectations of the Indonesian nation and to produce a better quality of education, PISA ratings that reflect the nation's better competitiveness need to be developed innovative, interactive learning models such as innovative interactive learning Problem Based Learning (PBL) based on the approach of Indonesian Realistic Mathematics Education (PMRI) and the Scientific approach using Information and Communication Technology (ICT).The research was designed using Research and Development (R&D), research that followed up the development and dissemination of a product/model. The result of the research shows the innovative interactive learning PBL model based on PMRI-Scientific using ICT that developed valid, practical and effective and can improve the ability of mathematics literacy and independence-character of junior high school students. While the quality of innovative interactive learning PBL model based on PMRI-Scientific using ICT meet the good category.

Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates

Science.gov (United States)

Wolbach, Kevin C.; Purzycki, Catherine B.; Bowman, Leslie A.; Agbada, Eva; Mostrom, Alison M.

2010-01-01

The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement. PMID:21123700

Architecting Learning Continuities for Families Across Informal Science Experiences

Science.gov (United States)

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

The information determinants in marketing of a research and scientific institution

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Bogdan Sojkin

2014-03-01

Full Text Available The article deals with information – based marketing of scientific research institutes, which has been named SAVE (Solution – Access – Value – Education. A proper use of marketing instruments requires information assets which are defined in terms of the essence, the scope and the form of the defined information needs. The essence, the form and the pattern of information needs in reference to SAVE has been defined and described in the case of scientific research institute. The specification of needs for each instrument and for various market participants has been included into the description.

Small Stories for Learning: A Sociocultural Analysis of Children's Participation in Informal Science Education

Science.gov (United States)

Desjardins, Elia Nelson

2011-12-01

This dissertation examines the ways children use language to construct scientific knowledge in designed informal learning environments such as museums, aquariums, and zoos, with particular attention to autobiographical storytelling. This study takes as its foundation cultural-historical activity theory, defining learning as increased participation in meaningful, knowledge-based activity. It aims to improve experience design in informal learning environments by facilitating and building upon language interactions that are already in use by learners in these contexts. Fieldwork consists of audio recordings of individual children aged 4--12 as they explored a museum of science and technology with their families. Recordings were transcribed and coded according to the activity (task) and context (artifact/exhibit) in which the child was participating during each sequence of utterances. Additional evidence is provided by supplemental interviews with museum educators. Analysis suggests that short autobiographical stories can provide opportunities for learners to access metacognitive knowledge, for educators to assess learners' prior experience and knowledge, and for designers to engage affective pathways in order to increase participation that is both active and contemplative. Design implications are discussed and a design proposal for a distributed informal learning environment is presented.

[The system of biomedical scientific information of Serbia].

Science.gov (United States)

Dacić, M

1995-09-01

Building of the System of biomedical scientific information of Yugoslavia (SBMSI YU) began, by the end of 1980, and the system became operative officially in 1986. After the political disintegration of former Yugoslavia SBMSI of Serbia was formed. SBMSI is developed according to the policy of developing of the System of scientific technologic information of Serbia (SSTI S), and with technical support of SSTI S. Reconstruction of the System is done by using former SBMSI YU as a model. Unlike the former SBMSI YU, SBMSI S owns besides the database Biomedicina Serbica, three important databases: database of doctoral dissertations promoted at University Medical School in Belgrade in the period from 1955-1993, database of Master's theses promoted at the University School of Medicine in Belgrade from 1965-1993; A database of foreign biomedical periodicals in libraries of Serbia.

77 FR 24959 - Scientific Information Request on Local Therapies for Unresectable Primary Hepatocellular Carcinoma

Science.gov (United States)

2012-04-26

...The Agency for Healthcare Research and Quality (AHRQ) is seeking scientific information submissions from manufacturers of local, minimally invasive, medical devices for unresectable primary hepatocellular carcinoma (e.g., ablation, radiotherapy, or embolization devices). Scientific information is being solicited to inform our Comparative Effectiveness Review of Local Therapies for Unresectable Primary Hepatocellular Carcinoma, which is currently being conducted by the Evidence-based Practice Centers for the AHRQ Effective Health Care Program. Access to published and unpublished pertinent scientific information on this device will improve the quality of this comparative effectiveness review. AHRQ is requesting this scientific information and conducting this comparative effectiveness review pursuant to Section 1013 of the Medicare Prescription Drug, Improvement, and Modernization Act of 2003, Public Law 108-173.

The Effect of Problem-Based Learning on Undergraduate Students' Learning about Solutions and Their Physical Properties and Scientific Processing Skills

Science.gov (United States)

Tosun, Cemal; Taskesenligil, Yavuz

2013-01-01

The aim of this study was to investigate the effect of Problem-Based Learning (PBL) on undergraduate students' learning about solutions and their physical properties, and on their scientific processing skills. The quasi experimental study was carried out through non-equivalent control and comparison groups pre-post test design. The data were…

The Federal University of Minas Gerais into context of open access to scientific information: identification of their information systems

Directory of Open Access Journals (Sweden)

Ráisa Mendes Fernandes de Souza

2014-12-01

Full Text Available The obstacles faced by the scientific community in the dissemination and access to their own productions, contextualized in need of open access to scientific information, boosted the creation of Institutional Repositories. These are technologies adopted by educational institutions and research that aim to manage and provide scientific production site. Objective: to characterize Federal University of Minas Gerais’ information systems, analyzing the perception of the actors responsible for their existence / maintenance within the context of open access to scientific information. Methodology: This is a descriptive and qualitative research, which is engaged in the information systems developed within the university to support the teaching, research and extension, which contain the records of productions or productions, scientific or not, the local academic community. Results: we found some awareness of the actors interviewed in relation to the existence of other systems, although such awareness is not ideal. Generally, UFMG has Managers and depositors competent enough to manage a repository greater, as is the case of an RI. Conclusion: It is necessary an information policy that is born of consolidated scientific sectors hierarchically superior and inferior sectors to be transferred to, well, be possible to articulate the entire university community in support of a common cause. The study emphasizes the community of UFMG and optimization of open access to publications of the University as the scope for possible future studies.

COMPLEMENTARY EFFECTS IN ACTIVIZATION OF SCIENTIFIC AND TECHNICAL ACTIVITIES IN THE INFORMATION SOCIETY

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O. Zhylinska

2016-09-01

Full Text Available This paper proposes new methodological approaches in the study of development problems of scientific and technical activities in the information society. The essence and economic nature of development scientific and technical activities' from the standpoint of methodological collectivism are disclosed, a new phenomenon intensification of development scientific and technical activities by forming the global networks of scientific and technical knowledge users that provides sharing of the burden of transformation and transaction costs as generation as well as economic implementation of research and technical knowledge across the globe are showed. This study outlines the complementary effects in intensify development of scientific and technological activities components: research and development (RD, training of scientific personnel, provision of scientific and technical services, which generates of world market's complementary goods, being world market of educational services of scientific and technical information, industrial properties, high technology products, venture capital investments and stock market.

The Development of a Scientific Motive: How Preschool Science and Home Play Reciprocally Contribute to Science Learning

Science.gov (United States)

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.

The Effect of Constructivist Learning Using Scientific Approach on Mathematical Power and Conceptual Understanding of Students Grade IV

Science.gov (United States)

Kusmaryono, Imam; Suyitno, Hardi

2016-02-01

This study used a model of Concurrent Embedded with the aim of: (1) determine the difference between the conceptual understanding and mathematical power of students grade fourth who take the constructivist learning using scientific approach and direct learning, (2) determine the interaction between learning approaches and initial competence on the mathematical power and conceptual of understanding, and (3) describe the mathematical power of students grade fourth. This research was conducted in the fourth grade elementary school early 2015. Data initial competence and mathematical power obtained through tests, and analyzed using statistical tests multivariate and univariate. Statistical analysis of the results showed that: (1) There are differences in the concept of understanding and mathematical power among the students who follow the scientifically-based constructivist learning than students who take the Direct Learning in terms of students initial competency (F = 5.550; p = 0.007 problem solving and contributes tremendous increase students' math skills. Researcher suggested that the learning of mathematics in schools using scientifically- based constructivist approach to improve the mathematical power of students and conceptual understanding.

Developments in the Value Chain of Scientific Information [Powerpoint Presentation

NARCIS (Netherlands)

Roosendaal, Hans E.

The values in scientific information relevant for the individual researcher can be represented in the value chain for this process. IT is a strong engine for change, in particular as IT has the potential not only to innovate the research information system but also the educational information system

Intelligent tools for building a scientific information platform from research to implementation

CERN Document Server

Skonieczny, Łukasz; Rybiński, Henryk; Kryszkiewicz, Marzena; Niezgódka, Marek

2014-01-01

This book is a selection of results obtained within three years of research performed under SYNAT—a nation-wide scientific project aiming at creating an infrastructure for scientific content storage and sharing for academia, education and open knowledge society in Poland. The book is intended to be the last of the series related to the SYNAT project. The previous books, titled “Intelligent Tools for Building a Scientific Information Platform” and “Intelligent Tools for Building a Scientific Information Platform: Advanced Architectures and Solutions”, were published as volumes 390 and 467 in Springer's Studies in Computational Intelligence. Its contents is based on the SYNAT 2013 Workshop held in Warsaw. The papers included in this volume present an overview and insight into information retrieval, repository systems, text processing, ontology-based systems, text mining, multimedia data processing and advanced software engineering, addressing the problems of implementing intelligent tools for building...

Technical innovation and policy of scientific technique

International Nuclear Information System (INIS)

Song, Wi Jin

2006-04-01

This book deals with system of innovation and policy of scientific technology : main view point and Topic, technical politics and technical learning, spread of internet and change of structure in information and communications industry, characteristic of technical innovation of software as open source, transfer into national innovation system, change of activity of public scientific technology, theory on technical innovation, evolution of technical innovation policy and participation of civil.

Representation and Integration of Scientific Information

Science.gov (United States)

1998-01-01

The objective of this Joint Research Interchange with NASA-Ames was to investigate how the Tsimmis technology could be used to represent and integrate scientific information. The main goal of the Tsimmis project is to allow a decision maker to find information of interest from such sources, fuse it, and process it (e.g., summarize it, visualize it, discover trends). Another important goal is the easy incorporation of new sources, as well the ability to deal with sources whose structure or services evolve. During the Interchange we had research meetings approximately every month or two. The funds provided by NASA supported work that lead to the following two papers: Fusion Queries over Internet Databases; Efficient Query Subscription Processing in a Multicast Environment.

Associations among attitudes, perceived difficulty of learning science, gender, parents' occupation and students' scientific competencies

Science.gov (United States)

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-11-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students' general interest of science, their parents' occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies.

Library Learning: Undergraduate Students’ Informal, Self-directed, and Information Sharing Strategies

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Jo Ann Murphy

2014-04-01

Full Text Available A focus group study of fourteen University of Saskatchewan second to fourth year humanities and social science undergraduate students was conducted in the fall of 2011. The purpose of the research was to determine how students learn about library resources and services. Findings indicate that the participants often use a variety of informal, self-directed and information sharing strategies. Seeking help from professors, peers, friends, and family members is a common practice. Convenience, familiarity, and perceived knowledge are key factors that determine who and how these students learn about the library. Formal instruction and seeking assistance from librarians did not resonate for participants as a typical approach for learning about the library. The author suggests that undergraduate students engage in informal learning and information sharing as many ‘adult learners’ do, similar to an employment setting. The library, within the formal educational structure, lends itself to a more informal learning context. The study concludes that libraries must continue to develop resources, services, and innovative programs that support students’ informal learning styles, while also providing formal instruction as part of the undergraduate curriculum ensuring students are exposed early on to core foundational skills that contribute to their success as informal and self-directed learners.

Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for biomedical graduate students.

Science.gov (United States)

Jones, Nancy L; Peiffer, Ann M; Lambros, Ann; Guthold, Martin; Johnson, A Daniel; Tytell, Michael; Ronca, April E; Eldridge, J Charles

2010-10-01

A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations.

Informal interprofessional learning: an untapped opportunity for learning and change within the workplace.

Science.gov (United States)

Nisbet, Gillian; Lincoln, Michelle; Dunn, Stewart

2013-11-01

In this paper, we explore the educational and workplace learning literature to identify the potential and significance for informal interprofessional learning within the workplace. We also examine theoretical perspectives informing informal workplace interprofessional learning. Despite numerous studies focusing on formal interprofessional education programs, we suggest that informal interprofessional learning opportunities are currently unrealized. We highlight reasons for a focus on learning within the workplace and the potential benefits within an interprofessional context.

5E Mobile Inquiry Learning Approach for Enhancing Learning Motivation and Scientific Inquiry Ability of University Students

Science.gov (United States)

Cheng, Ping-Han; Yang, Ya-Ting Carolyn; Chang, Shih-Hui Gilbert; Kuo, Fan-Ray Revon

2016-01-01

In recent years, many universities have opened courses to increase students' knowledge in the field of nanotechnology. These have been shown to increase students' knowledge of nanotechnology, but beyond this, advanced and applied nanotechnology courses should also focus on learning motivation and scientific enquiry abilities to equip students to…

EFFECTS OF SCIENTIFIC INQUIRY LEARNING MODEL AND LOGICAL THINKING ABILITY OF HIGH SCHOOL STUDENTS SCIENCE PROCESS SKILLS

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M. Akhyar Lubis

2017-09-01

Full Text Available This study aimed to analyze whether the results of science process skills of students. Who are taught by the teaching model scientific inquiry better than conventional learning, to analyze whether the results of science process skills of students? Who can think logically high is better than the students who have the potential to think logically low, analyze whether there is an interaction between scientific inquiry learning model with logical thinking skills to students' science process skills. This research is a quasi-experimental design with the two-group pretest-posttest design. The study population is all students of class X SMA Negeri 4 Padangsidimpuan semester II academic year 2016/2017. The The research instrument consists of two types: science process skills instrument consists of 10 questions in essay form which has been declared valid and reliable, and the instrument ability to think logically in the form of multiple choice is entirely groundless and complements (combination. The resulting data, analyzed by using two path Anava. The results showed that science process skills of students who are taught by the teaching model scientific inquiry better than conventional learning. Science process skills of students who can think logically high are better than the students who can think logically low, and there is an interaction between learning model scientific inquiry and conventional learning with the ability to think logically to improve students' science process skills.

Computer network access to scientific information systems for minority universities

Science.gov (United States)

Thomas, Valerie L.; Wakim, Nagi T.

1993-08-01

The evolution of computer networking technology has lead to the establishment of a massive networking infrastructure which interconnects various types of computing resources at many government, academic, and corporate institutions. A large segment of this infrastructure has been developed to facilitate information exchange and resource sharing within the scientific community. The National Aeronautics and Space Administration (NASA) supports both the development and the application of computer networks which provide its community with access to many valuable multi-disciplinary scientific information systems and on-line databases. Recognizing the need to extend the benefits of this advanced networking technology to the under-represented community, the National Space Science Data Center (NSSDC) in the Space Data and Computing Division at the Goddard Space Flight Center has developed the Minority University-Space Interdisciplinary Network (MU-SPIN) Program: a major networking and education initiative for Historically Black Colleges and Universities (HBCUs) and Minority Universities (MUs). In this paper, we will briefly explain the various components of the MU-SPIN Program while highlighting how, by providing access to scientific information systems and on-line data, it promotes a higher level of collaboration among faculty and students and NASA scientists.

Central Scientific and Research Institute of Nuclear Information as the branch centre of information on nuclear science and engineering

International Nuclear Information System (INIS)

Arkhangel'skij, I.A.; Sokolov, D.D.; Kalinin, V.F.; Nikiforov, V.S.

1982-01-01

The main tasks are considered in the scope of the Central Scientific-Research Institute for Information and Technological and Economic Studies on Nuclear Science and Technology. (TsNIIAtominform). The institute coordinates scientific research and information activity of information agencies of all the USSR organizations engaged in nuclear science and technology, excercises a centralized completion of their libraries, develops and puts into practice the most progressive methods for the information servicing. The institute is a national INIS center of the USSR. Here a system for the automatic information dissemination has been successfully elaborated and employed. Much of the institute activity is given to the estimation and analysis of information and to the determination of tendencies in the nuclear science and technology development. A conclusion is drawn to the effect that TsNIIAtominform, within 15 years of its existence, has formed as a center ensuring functioning of the system of scientific and technical information on nuclear science and technology

INSPIRE: A new scientific information system for HEP

International Nuclear Information System (INIS)

Ivanov, R; Raae, L

2010-01-01

The status of high-energy physics (HEP) information systems has been jointly analyzed by the libraries of CERN, DESY, Fermilab and SLAC. As a result, the four laboratories have started the INSPIRE project - a new platform built by moving the successful SPIRES features and content, curated at DESY, Fermilab and SLAC, into the open-source CDS Invenio digital library software that was developed at CERN. INSPIRE will integrate current acquisition workflows and databases to host the entire body of the HEP literature (about one million records), aiming to become the reference HEP scientific information platform worldwide. It will provide users with fast access to full text journal articles and preprints, but also material such as conference slides and multimedia. INSPIRE will empower scientists with new tools to discover and access the results most relevant to their research, enable novel text- and data-mining applications, and deploy new metrics to assess the impact of articles and authors. In addition, it will introduce the 'Web 2.0' paradigm of user-enriched content in the domain of sciences, with community-based approaches to scientific publishing. INSPIRE represents a natural evolution of scholarly communication built on successful community-based information systems, and it provides a vision for information management in other fields of science. Inspired by the needs of HEP, we hope that the INSPIRE project will be inspiring for other communities.

Informed Systems: Enabling Collaborative Evidence Based Organizational Learning

Directory of Open Access Journals (Sweden)

Mary M. Somerville

2015-12-01

Full Text Available Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances. Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original

The Relationships among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A Study of Taiwan High School Students

Science.gov (United States)

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…

Learning the scientific method using GloFish.

Science.gov (United States)

Vick, Brianna M; Pollak, Adrianna; Welsh, Cynthia; Liang, Jennifer O

2012-12-01

Here we describe projects that used GloFish, brightly colored, fluorescent, transgenic zebrafish, in experiments that enabled students to carry out all steps in the scientific method. In the first project, students in an undergraduate genetics laboratory course successfully tested hypotheses about the relationships between GloFish phenotypes and genotypes using PCR, fluorescence microscopy, and test crosses. In the second and third projects, students doing independent research carried out hypothesis-driven experiments that also developed new GloFish projects for future genetics laboratory students. Brianna Vick, an undergraduate student, identified causes of the different shades of color found in orange GloFish. Adrianna Pollak, as part of a high school science fair project, characterized the fluorescence emission patterns of all of the commercially available colors of GloFish (red, orange, yellow, green, blue, and purple). The genetics laboratory students carrying out the first project found that learning new techniques and applying their knowledge of genetics were valuable. However, assessments of their learning suggest that this project was not challenging to many of the students. Thus, the independent projects will be valuable as bases to widen the scope and range of difficulty of experiments available to future genetics laboratory students.

Formalized informal learning

DEFF Research Database (Denmark)

Levinsen, Karin; Sørensen, Birgitte Holm

2011-01-01

and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning......This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers...... of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & Sørensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes...

Designing informal learning spaces using student perspectives

Directory of Open Access Journals (Sweden)

Matthew David Riddle

2012-06-01

Full Text Available This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.

Pedagogical Affordances of Multiple External Representations in Scientific Processes

Science.gov (United States)

Wu, Hsin-Kai; Puntambekar, Sadhana

2012-12-01

Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but they do not provide much information on pedagogical issues such as how and in what conditions MERs could be introduced and used to support students' engagement in scientific processes and develop competent scientific practices (e.g., asking questions, planning investigations, and analyzing data). Additionally, little is understood about complex interactions among scientific processes and affordances of MERs. Therefore, this article focuses on pedagogical affordances of MERs in learning environments that engage students in various scientific processes. By reviewing literature in science education and cognitive psychology and integrating multiple perspectives, this article aims at exploring (1) how MERs can be integrated with science processes due to their different affordances, and (2) how student learning with MERs can be scaffolded, especially in a classroom situation. We argue that pairing representations and scientific processes in a principled way based on the affordances of the representations and the goals of the activities is a powerful way to use MERs in science education. Finally, we outline types of scaffolding that could help effective use of MERs including dynamic linking, model progression, support in instructional materials, teacher support, and active engagement.

Informal Workplace Learning. Practice Application Brief No. 10.

Science.gov (United States)

Cofer, David A.

Research on informal learning in the workplace suggests several definitions, including that informal learning is a process of learning that takes place in everyday experience, often at subconscious levels, and that it is unique to, and rests in the hands of, the learner. Research supports introducing informal learning not as a replacement for…

The pedagogical possibilities in the education of scientific research methodology in information science and the scientific objects of this field: durkheim approaches

OpenAIRE

Francisco das Chagas de Souza

2003-01-01

This article results of bibliographical, exploratory and qualitative research. Its argues that three approaches are gifts in the educational process of discipline of the Scientific Research Methodology in Information Science. They are the social facts of the Information Science, the types of the research and the social theory. It sees that the pedagogical possibilities of the education of Scientific Methodology in Information Science are related with the practical one of the writing which dep...

Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

Science.gov (United States)

Mansour, Nasser

2015-07-01

Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

Mapping Students’ Informal Learning Using Personal Learning Environment

Directory of Open Access Journals (Sweden)

Jelena Anđelković Labrović

2014-07-01

Full Text Available Personal learning environments are a widely spared ways of learning, especially for the informal learning process. The aim of this research is to identify the elements of studens’ personal learning environment and to identify the extent to which students use modern technology for learning as part of their non-formal learning. A mapping system was used for gathering data and an analysis of percentages and frequency counts was used for data analysis in the SPSS. The results show that students’ personal learning environment includes the following elements: Wikipedia, Google, YouTube and Facebook in 75% of all cases, and an interesting fact is that all of them belong to a group of Web 2.0 tools and applications.

Refreshing Information Literacy: Learning from Recent British Information Literacy Models

Science.gov (United States)

Martin, Justine

2013-01-01

Models play an important role in helping practitioners implement and promote information literacy. Over time models can lose relevance with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy…

ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL

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Dede Parsaoran Damanik

2013-06-01

Full Text Available This study was aimed to determine the differences: (1 the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2 The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3 To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1 test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2 test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1 There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2 there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3 There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.

Informal learning of secondary-school students and learning tasks of the family

Directory of Open Access Journals (Sweden)

Sanja Berčnik

2006-12-01

Full Text Available The' author speaks about the role of informal learning for young people and their family, differences about spending free-time and possibilities of using free-time for informal learning. The presupposition is that while learning scope is constantly expanding, also learning tasks of the family are increasing. Because of different social environments of young people, there is a question, what are actual possibilities for informal learning in their domestic environment and how this affects their development. The most important question, which must be asked according to the author is, whether parents are ware of their influence, of the influence of their actions on development and learning of their children.

Problems of information support in scientific research

Science.gov (United States)

Shamaev, V. G.; Gorshkov, A. B.

2015-11-01

This paper reports on the creation of the open access Akustika portal (AKDATA.RU) designed to provide Russian-language easy-to-read and search information on acoustics and related topics. The absence of a Russian-language publication in foreign databases means that it is effectively lost for much of the scientific community. The portal has three interrelated sections: the Akustika information search system (ISS) (Acoustics), full-text archive of the Akusticheskii Zhurnal (Acoustic Journal), and 'Signal'naya informatsiya' ('Signaling information') on acoustics. The paper presents a description of the Akustika ISS, including its structure, content, interface, and information search capabilities for basic and applied research in diverse areas of science, engineering, biology, medicine, etc. The intended users of the portal are physicists, engineers, and engineering technologists interested in expanding their research activities and seeking to increase their knowledge base. Those studying current trends in the Russian-language contribution to international science may also find the portal useful.

Has Web 2.0 Revitalized Informal Learning? The Relationship between Web 2.0 and Informal Learning

Science.gov (United States)

Song, D.; Lee, J.

2014-01-01

Learning is becoming increasingly self-directed and often occurs away from schools and other formal educational settings. The development of a myriad of new technologies for learning has enabled people to learn anywhere and anytime. Web 2.0 technology allows researchers to shed a new light on the importance and prevalence of informal learning.…

Learning Conditions for Non-Formal and Informal Workplace Learning

Science.gov (United States)

Kyndt, Eva; Dochy, Filip; Nijs, Hanne

2009-01-01

Purpose: The purpose of this research paper is to investigate the presence of learning conditions for non-formal and informal workplace learning in relation to the characteristics of the employee and the organisation he or she works for. Design/methodology/approach: The questionnaire developed by Clauwaert and Van Bree on learning conditions was…

A resilient and efficient CFD framework: Statistical learning tools for multi-fidelity and heterogeneous information fusion

Science.gov (United States)

Lee, Seungjoon; Kevrekidis, Ioannis G.; Karniadakis, George Em

2017-09-01

Exascale-level simulations require fault-resilient algorithms that are robust against repeated and expected software and/or hardware failures during computations, which may render the simulation results unsatisfactory. If each processor can share some global information about the simulation from a coarse, limited accuracy but relatively costless auxiliary simulator we can effectively fill-in the missing spatial data at the required times by a statistical learning technique - multi-level Gaussian process regression, on the fly; this has been demonstrated in previous work [1]. Based on the previous work, we also employ another (nonlinear) statistical learning technique, Diffusion Maps, that detects computational redundancy in time and hence accelerate the simulation by projective time integration, giving the overall computation a "patch dynamics" flavor. Furthermore, we are now able to perform information fusion with multi-fidelity and heterogeneous data (including stochastic data). Finally, we set the foundations of a new framework in CFD, called patch simulation, that combines information fusion techniques from, in principle, multiple fidelity and resolution simulations (and even experiments) with a new adaptive timestep refinement technique. We present two benchmark problems (the heat equation and the Navier-Stokes equations) to demonstrate the new capability that statistical learning tools can bring to traditional scientific computing algorithms. For each problem, we rely on heterogeneous and multi-fidelity data, either from a coarse simulation of the same equation or from a stochastic, particle-based, more "microscopic" simulation. We consider, as such "auxiliary" models, a Monte Carlo random walk for the heat equation and a dissipative particle dynamics (DPD) model for the Navier-Stokes equations. More broadly, in this paper we demonstrate the symbiotic and synergistic combination of statistical learning, domain decomposition, and scientific computing in

Seeking quality scientific information for research in Psychology

Directory of Open Access Journals (Sweden)

Eliane Colepicolo

2015-02-01

Full Text Available This report aims to present the researcher in Psychology techniques for search and retrieval of information for academic and science research. Is based on my experiences as university librarian and as a doctoral student in Psychology, in a project on scientometry of the Social Skills field.  This goal is to obtain information reliable and with quality to develop research, from sources of online information. Are recommended and described steps to the process of searching for scientific information, with examples from the Social Skills field: defining research topic; applying appropriate search tactics; selecting reliable sources of information and experts on the topic; translating research into the language of the information source; developing an effective search strategy; evaluating the quality and reliability of the obtained items. It is expected that by following these steps, the researcher obtain a coherent corpus with the subject, time saving and quality bibliographic.

The usefulness and scientific accuracy of private sector Arabic language patient drug information leaflets.

Science.gov (United States)

Sukkari, Sana R; Al Humaidan, Abdullah S; Sasich, Larry D

2012-07-01

Inadequate access to useful scientifically accurate patient information is a major cause of the inappropriate use of drugs resulting in serious personal injury and related costs to the health care system. The definition of useful scientifically accurate patient information for prescription drugs was accepted by the US Secretary of the Department of Health and Human Services in 1996 as that derived from or consistent with the US FDA approved professional product label for a drug. Previous quality content studies found that English language patient drug information leaflets distributed by US pharmacies failed to meet minimum criteria defining useful and scientifically accurate information. Evaluation forms containing the explicit elements that define useful scientifically accurate information for three drugs with known serious adverse drug reactions were created based on the current US FDA approved professional product labels. The Arabic language patient drug information leaflets for celecoxib, paroxetine, and lamotrigine were obtained locally and evaluated using a methodology similar to that used in previous quality content patient drug information studies in the US. The Arabic leaflets failed to meet the definition of useful scientifically accurate information. The celecoxib leaflet contained 30% of the required information and the paroxetine and lamotrigine leaflets contained 24% and 20%, respectively. There are several limitations to this study. The Arabic leaflets from only one commercial North American vendor were evaluated and the evaluation included a limited number of drugs. A larger study is necessary to be able to generalize these results. The study results are consistent with those of previous quality content studies of commercially available English patient drug information leaflets. The results have important implications for patients as access to a reliable source of drug information may prevent harm or limit the suffering from serious adverse drug

Selective dissemination of information of library in scientific research institution

International Nuclear Information System (INIS)

Liu Wenping

2010-01-01

Selective Dissemination of Information (SDI) Service, which is an important component of intelligence, is the intelligence researcher to select key subjects and major issues and key technology or innovation goals under the actual needs of scientific research personnel issues, using network communication technology and database technology and information retrieval technologies, sustained and in a timely manner to track all kinds of literature for the front-line services, until the completion of research topics or key problem-solving. Library of China Institute of Atomic Energy is struggling to meet the diverse needs of customers, targeted to provide a lot of useful information for scientific researchers to use less time as possible to obtain as much intelligence information, and to research workers and leading to the successful completion of research tasks, and various decisions. The implementation of SDI services to identify clients and scope, to format SDI service team, to determine the SDI service principles and service mode. SDI services Selective demand intelligence researchers have been asked to improve their quality, to improve their interpersonal communication skills. (author)

Using Communication Technology to Facilitate Scientific Literacy: A Framework for Engaged Learning

Science.gov (United States)

VanBuskirk, Shireen Adele

The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students' perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher's philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement.

Formal and informal facilitators of learning capability: the moderating effect of learning climate

OpenAIRE

ELENA REVILLA

2006-01-01

Organizations need to put in practice the most favourable conditions to facilitate learning capability. The different ways of thinking about learning in organizations distinguish two kinds of learning facilitators: formal and informal facilitators. In this paper, we suggest that organizations undertake both types of learning facilitators, but considering that informal facilitators may act as potential moderators of the effects of formal ones. We have focused on one comprehensive informal faci...

FORMING OF FUNCTIONAL MAINTENANCE OF INFORMATIVE SYSTEM PLANNING OF SCIENTIFIC RESEARCHES IN NAPN OF UKRAINE

Directory of Open Access Journals (Sweden)

Tetyana V. Kuznetsova

2010-09-01

Full Text Available Relevance of the material stated in article is caused by urgent needs of society in creation of administrative information systems, in particular Information system of planning of scientific researches in National Academy of Pedagogical Sciences of Ukraine on Internet basis (ІС "Planning". Information and technological support of processes of planning of scientific researches which are carried out in scientific institutions of NAPS of Ukraine is the purpose of creation of this system. The parameters of the functional maintenance of the informative system are pointed in the article, technology of treatment of documents on planning of scientific researches, scheme of routes of working of separate documents, and proper diagrams of their business-processes, on the basis of which using programmatic facilities of Microsoft Sharepoint the functions of programming are automatized, is examined.

Position Paper: Applying Machine Learning to Software Analysis to Achieve Trusted, Repeatable Scientific Computing

Energy Technology Data Exchange (ETDEWEB)

Prowell, Stacy J [ORNL; Symons, Christopher T [ORNL

2015-01-01

Producing trusted results from high-performance codes is essential for policy and has significant economic impact. We propose combining rigorous analytical methods with machine learning techniques to achieve the goal of repeatable, trustworthy scientific computing.

The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

Science.gov (United States)

Kunsting, Josef; Wirth, Joachim; Paas, Fred

2011-01-01

Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

EPISTEMOLOGICAL PERCEPTION AND SCIENTIFIC LITERACY IN LEVEL HIGH SCHOOL TEACHERS

Directory of Open Access Journals (Sweden)

Ramiro Álvarez-Valenzuela

2016-07-01

Full Text Available Research in science education has helped to find some difficulties that hinder the teaching-learning process. These problems include conceptual content of school subjects, the influence of prior knowledge of the student and the teachers have not been trained in their university education epistemologically. This research presents the epistemological conceptions of a sample of 114 high school teachers university science area, which refer the ideas about the role of observation in scientific knowledge development and the work of scientists in the process of knowledge generation. It also includes the level of scientific literacy from the literature that is used as a source of information on the teaching. The result also identifies the level of scientific literacy in students and their influence on learning.

The Learning of Science Basic Concept by Using Scientifiq Inquiry to Improve Student’s Thinking, Working, and Scientific Attitude Abilities

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Wachidatul Linda Yuhanna

2016-03-01

Full Text Available This research was a classroom action research which was conducted intwo cycles, each cycle consists of planning, implementing, observing, and reflecting. The data used was quantitative data on student observation sheet instruments. The Results of the study which were obtained from the first cycle showed about the students’ thinking skills and scientific works. They were categorized as excellent 18.18%, good 22.73%, enough 52.27%, and sufficiently less 6.82%. As for the scientific attitude with a very active category of 11.36%, 43.18% and less active 45.45%. It has not reached indicators of success, so it was necessary to cycle II. Cycle II demonstrated the excellent category 38.63%, 36.36% good, good enough18.18% and less 6.81%. While the scientific attitude in the cycle II was an active attitude 29.54%, active 54.54%, inactive 15.91%. These results show an increase from the cycle I to cycle II. The conclusion of this study were: 1 learning the basic concepts of science with scientific inquiry in students can be conducible applied.2 Learning the basic concepts of science with scientific inquiry can improve thinking ability and scientific work and students’ scientific attitude. 3 Learning the basic concepts of science with scientific inquiry be able to explore and develop student creativity in designing simple experiments which can be applied in primary schools.

Examining Informal Learning Using Mobile Devices in the Healthcare Workplace

Science.gov (United States)

Fahlman, Dorothy

2013-01-01

The study of workplace learning and informal learning are not new to adult education and pedagogy. However, the use of mobile devices as learning tools for informal learning in the workplace is an understudied area. Using theories on informal learning and constructivism as a framework, this paper explores informal learning of registered nurses…

[Internationalism and science. Social and scientific bases of the European information science movement].

Science.gov (United States)

Olague de Ros, G; Menendez Navarro, A; Medina Domenech, R M; Astrain Gallart, M

1997-01-01

As part of a continuing line of research on scientific documentation we propose in this article a novel approach to the study of the European information science movement at the end of the nineteenth and beginning of the twentieth centuries. We suggest that this movement took place within the context of increasing internationalism of scientific endeavours, a process which was paralleled by the standardization of units, weight and measures for the different sciences. We investigate problems arising from scientific communication in connection with other aspects apparently unrelated to Information Science. Specifically, we refer to conflicts between nationalism and colonialism; concordance and discord between science policy and the corporate interests of nonscientific associations; higher educational policy; the professionalization of sciences; and the economic interests at stake as a consequence of the use of different information models.

Students' Attitudes to Information in the Press: Critical Reading of a Newspaper Article With Scientific Content

Science.gov (United States)

Oliveras, B.; Márquez, C.; Sanmartí, N.

2014-08-01

This research analyses what happens when a critical reading activity based on a press article dealing with an energy-related problem is implemented with two groups of students of 13-14 years old and 16-17 years old in the same school (a total of 117 students). Specifically, the research analyses the students' profiles from the standpoint of their attitudes to the information given in the news story and the use they make of it when writing an argumentative text. It also analyses the difficulties the students have when it comes to applying their knowledge about energy in a real-life context. Lastly, some strategies are suggested for helping students to critically analyse the scientific content of a newspaper article. Three reader profiles were identified (the credulous reader, the ideological reader and the critical reader). No significant differences were found in reading profiles in terms of age or scientific knowledge. The findings show that the activity helped to link science learning in school with facts relating to an actual context, particularly in the case of students with more science knowledge.

Scientific information repository assisting reflectance spectrometry in legal medicine.

Science.gov (United States)

Belenki, Liudmila; Sterzik, Vera; Bohnert, Michael; Zimmermann, Klaus; Liehr, Andreas W

2012-06-01

Reflectance spectrometry is a fast and reliable method for the characterization of human skin if the spectra are analyzed with respect to a physical model describing the optical properties of human skin. For a field study performed at the Institute of Legal Medicine and the Freiburg Materials Research Center of the University of Freiburg, a scientific information repository has been developed, which is a variant of an electronic laboratory notebook and assists in the acquisition, management, and high-throughput analysis of reflectance spectra in heterogeneous research environments. At the core of the repository is a database management system hosting the master data. It is filled with primary data via a graphical user interface (GUI) programmed in Java, which also enables the user to browse the database and access the results of data analysis. The latter is carried out via Matlab, Python, and C programs, which retrieve the primary data from the scientific information repository, perform the analysis, and store the results in the database for further usage.

The ethical duty to preserve the quality of scientific information

Science.gov (United States)

Arattano, Massimo; Gatti, Albertina; Eusebio, Elisa

2016-04-01

The commitment to communicate and divulge the knowledge acquired during his/her professional activity is certainly one of the ethical duties of the geologist. However nowadays, in the Internet era, the spreading of knowledge involves potential risks that the geologist should be aware of. These risks require a careful analysis aimed to mitigate their effects. The Internet may in fact contribute to spread (e.g. through websites like Wikipedia) information badly or even incorrectly presented. The final result could be an impediment to the diffusion of knowledge and a reduction of its effectiveness, which is precisely the opposite of the goal that a geologist should pursue. Specific criteria aimed to recognize incorrect or inadequate information would be, therefore, extremely useful. Their development and application might avoid, or at least reduce, the above mentioned risk. Ideally, such criteria could be also used to develop specific algorithms to automatically verify the quality of information available all over the Internet. A possible criterion will be here presented for the quality control of knowledge and scientific information. An example of its application in the field of geology will be provided, to verify and correct a piece of information available on the Internet. The proposed criterion could be also used for the simplification of the scientific information and the increase of its informative efficacy.

Informal Learning through the Internet: A Learning Journey through the World of Rugby

Science.gov (United States)

Saunders, Danny; Wyn-Lewis, Eleri; Andrews, Jocelyn

2005-01-01

Informal learning involves a wide variety of activities and pursuits which extend beyond conventional classrooms or lifelong learning courses. In this article one application of informal learning is explored in detail: the use of a sports theme, which deploys various multimedia applications in order to encourage adult learning. The article builds…

Influence of 'soft' versus 'scientific' health information framing and contradictory information on consumers' health inferences and attitudes towards a food supplement

DEFF Research Database (Denmark)

Aschemann-Witzel, Jessica; Grunert, Klaus G

2015-01-01

It is a requirement that health claims be scientifically founded. However, their phrasing is criticised for being unappealing and cumbersome to communicate to consumers. Instead, it has been found that consumers respond favourably to non-scientifically phrased ‘soft’ health information. We aimed...... were presented in a between subjects experimental design conducted in the US and Denmark. Furthermore, respondents were shown mock-up media reports contradicting the earlier information and asked to repeat their assessment of health inferences and their attitude. This was done to assess how robust...... consumers’ health inferences and attitudes are in an environment of contradictory information. Results show that the soft information positively influences health inferences and attitudes in Denmark, while in the US, scientific information positively influences health inferences but not attitudes. Faced...

Establishing a scientific and technical information program: Planning and resource management

Science.gov (United States)

Blados, Walter R.

1992-01-01

In the last 50 years, technological advances have accelerated at a rate unprecedented in history. We are experiencing a tremendous expansion of scientific and technological effort in many directions, and the result is a fantastic increase in the accumulation of scientific and technical information (STI) and knowledge. An integral part of the research and development (R&D) process is the STI associated with it. STI is both a raw material (input) and a product (output) of this process. The topics addressed include the following: the value of STI, management of an STI program, program policy and guidance, organizational structure, data sources, training/orientation, and the current information environment.

Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific information

Directory of Open Access Journals (Sweden)

Danny eFlemming

2015-12-01

Full Text Available We examined in two empirical studies how situational and personal aspects of uncertainty influence laypeople’s understanding of the uncertainty of scientific information, with focus on the detection of tentativeness and perception of scientific credibility. In the first study (N = 48, we investigated the impact of a perceived conflict due to contradicting information as a situational, text-inherent aspect of uncertainty. The aim of the second study (N = 61 was to explore the role of general self-efficacy as an intra-personal uncertainty factor. In Study 1, participants read one of two versions of an introductory text in a between-group design. This text provided them with an overview about the neurosurgical procedure of deep brain stimulation (DBS. The text expressed a positive attitude toward DBS in one experimental condition or focused on the negative aspects of this method in the other condition. Then participants in both conditions read the same text that dealt with a study about DBS as experimental treatment in a small sample of patients with major depression. Perceived conflict between the two texts was found to increase the perception of tentativeness and to decrease the perception of scientific credibility, implicating that text-inherent aspects have significant effects on critical appraisal. The results of Study 2 demonstrated that participants with higher general self-efficacy detected the tentativeness to a lesser degree and assumed a higher level of scientific credibility, indicating a more naïve understanding of scientific information. This appears to be contradictory to large parts of previous findings that showed positive effects of high self-efficacy on learning. Both studies showed that perceived tentativeness and perceived scientific credibility of medical information contradicted each other. We conclude that there is a need for supporting laypeople in understanding the uncertainty of scientific information and that

Organization of Biomedical Data for Collaborative Scientific Research: A Research Information Management System.

Science.gov (United States)

Myneni, Sahiti; Patel, Vimla L

2010-06-01

Biomedical researchers often work with massive, detailed and heterogeneous datasets. These datasets raise new challenges of information organization and management for scientific interpretation, as they demand much of the researchers' time and attention. The current study investigated the nature of the problems that researchers face when dealing with such data. Four major problems identified with existing biomedical scientific information management methods were related to data organization, data sharing, collaboration, and publications. Therefore, there is a compelling need to develop an efficient and user-friendly information management system to handle the biomedical research data. This study evaluated the implementation of an information management system, which was introduced as part of the collaborative research to increase scientific productivity in a research laboratory. Laboratory members seemed to exhibit frustration during the implementation process. However, empirical findings revealed that they gained new knowledge and completed specified tasks while working together with the new system. Hence, researchers are urged to persist and persevere when dealing with any new technology, including an information management system in a research laboratory environment.

Infusion and diffusion of African scientific information into Open ...

African Journals Online (AJOL)

The paper examines the importance of knowledge as a prerequisite for sustainable development which is contingent on information, its value and ability to be produced, used, reused, and shared. The paper explains the opportunities of Open Access Initiatives (OA) as a tool for infusing and diffusing African scientific ...

Multiple-choice pretesting potentiates learning of related information.

Science.gov (United States)

Little, Jeri L; Bjork, Elizabeth Ligon

2016-10-01

Although the testing effect has received a substantial amount of empirical attention, such research has largely focused on the effects of tests given after study. The present research examines the effect of using tests prior to study (i.e., as pretests), focusing particularly on how pretesting influences the subsequent learning of information that is not itself pretested but that is related to the pretested information. In Experiment 1, we found that multiple-choice pretesting was better for the learning of such related information than was cued-recall pretesting or a pre-fact-study control condition. In Experiment 2, we found that the increased learning of non-pretested related information following multiple-choice testing could not be attributed to increased time allocated to that information during subsequent study. Last, in Experiment 3, we showed that the benefits of multiple-choice pretesting over cued-recall pretesting for the learning of related information persist over 48 hours, thus demonstrating the promise of multiple-choice pretesting to potentiate learning in educational contexts. A possible explanation for the observed benefits of multiple-choice pretesting for enhancing the effectiveness with which related nontested information is learned during subsequent study is discussed.

D.E.E.P. Learning: Promoting Informal STEM Learning through a Popular Gaming Platform

Science.gov (United States)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.

2011-12-01

The research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind efforts for games created for the purpose of entertainment. But evidence suggests that digital simulations and games have the "potential to advance multiple science learning goals, including motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning." (NRC, 2011). It is also generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). Video games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, making them a potentially valuable tool for Science, Technology, Engineering and Mathematics (STEM) learning among the diverse audiences associated with informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). We are attempting to capitalize on this potential by developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit. The games, collectively known as Deep-sea Extreme Environment Pilot (D.E.E.P.), engage ISEI visitors in the exploration and understanding of the otherwise remote deep-sea environment. Players assume the role of piloting a remotely-operated vehicle (ROV) to explore ocean observing systems and hydrothermal vent environments, and are challenged to complete science-based objectives in order to earn points under timed conditions. The current games are intended to be relatively brief visitor experiences (on the order of several minutes) that support complementary exhibits and programming, and promote interactive visitor

Associations among Attitudes, Perceived Difficulty of Learning Science, Gender, Parents' Occupation and Students' Scientific Competencies

Science.gov (United States)

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-01-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and…

Scientific inference learning from data

CERN Document Server

Vaughan, Simon

2013-01-01

Providing the knowledge and practical experience to begin analysing scientific data, this book is ideal for physical sciences students wishing to improve their data handling skills. The book focuses on explaining and developing the practice and understanding of basic statistical analysis, concentrating on a few core ideas, such as the visual display of information, modelling using the likelihood function, and simulating random data. Key concepts are developed through a combination of graphical explanations, worked examples, example computer code and case studies using real data. Students will develop an understanding of the ideas behind statistical methods and gain experience in applying them in practice. Further resources are available at www.cambridge.org/9781107607590, including data files for the case studies so students can practise analysing data, and exercises to test students' understanding.

Information Technologies and Workplace Learning.

Science.gov (United States)

Roth, Gene L.

1995-01-01

Information technologies are important tools for individual, team, and organizational learning. Developments in virtual reality and the Internet, performance support systems that increase the efficiency of individuals and groups, and other innovations have the potential to enhance the relationship between work and learning. (SK)

Scientific and Technological Information Activity in China (White Paper on Science and Technology : No.1, 1986.5)

Science.gov (United States)

Translated By Joho Kanri Editorial Committee

This is a translation of Chapter 4 : Information Systems of Volume 5 : Environment and Resources in the first number of White Paper on Science and Technology edited in May 1986 by State Scientific and Technological Commission (SSTC). Scientific and technological information activity in China has progressed by keeping close cooperation among the Institute for Scientific and Technological Information in China (ISTIC) as a core organization, 33 information institutes under the control of each ministrial commission of The State Council and 35 information institutes of the local governments and cities. As a result of having promoted the information activities along with the guiding principle decided by the 5th National Conference on Scientific and Technological Information in July 1980, information business could be made a great contribution to political decision, national projects and economy stressing plan, technology introduction, etc. The Scientific and Technological Information Bureau of SSTC as a coordinating body proposed the following subjects as an important item for promoting future information business in China: standardization of abstract journals, bringing up of investigators and researchers, production of data bases and consolidation of international online retrieval services, step by step introduction of a charging system for information service, etc.

Informal Science Learning in the Formal Classroom

Science.gov (United States)

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…

Flexible Learning in an Information Society

Science.gov (United States)

Khan, Badrul, Ed.

2007-01-01

Flexible Learning in an Information Society uses a flexible learning framework to explain the best ways of creating a meaningful learning environment. This framework consists of eight factors--institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation--and a systematic understanding of these…

Enacting Informal Science Learning: Exploring the Battle for Informal Learning

Science.gov (United States)

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…

Dynamic use of geoscience information to develop scientific understanding for a nuclear waste repository

International Nuclear Information System (INIS)

Cook, N.G.W.; Tsang, C.F.

1990-01-01

The development and safety evaluation of a nuclear waste geologic repository require a proper scientific understanding of the site response. Such scientific understanding depends on information from a number of geoscience disciplines, including geology, geophysics, geochemistry, geomechanics and hydrogeology. The information comes in four stages: (1) general regional survey data base, (2) surface-based testing, (3) exploratory shaft testing, and (4) repository construction and evaluation. A discussion is given on the dynamic use of the information through the different stages. We point out the need for abstracting, deriving and updating a quantitative spatial and process model (QSPM) to develop a scientific understanding of site responses as a crucial element in the dynamic procedure. 2 figs

PROMISE: A preliminary study of a scientific information system for MIPAS satellite experiment

International Nuclear Information System (INIS)

Kapetanios, E.

1993-08-01

A scientific information system for MIPAS satellite experiment will be presented according to its main hardware and software configuration. It will be considered as a MIPAS data processing and archiving node of the ground segment of the planned satellite mission for the remote sensing of atmospheric parameters, as well as an information system supporting the researchers in their scientific environment. In this preliminary study, the methodology of a more detailed system design has also been specified. The system consists of two logical components, an operational database for the generation, storage and management of vast amounts of MIPAS data received from the satellite, and the research and development database, which must be interfaced to the operational one, providing a more abstract and user-friendly interface for the scientific community enabling experimentation and the extraction of the information needed. (orig.) [de

Problems of future philologists’ training in modern scientific discourse

Directory of Open Access Journals (Sweden)

Maryna Ikonnikova

2017-04-01

Full Text Available Philosophical, psychological-pedagogical and sociolinguistic projections of future philologists’ professional training have been studied in the paper. It has been defined that they provide for creating optimal conditions for learning language, literature, translation, etc.; stimulating speech and mental activity of students; developing their critical thinking skills, linguistic personality, multiple intellect, the ability to model conceptual information; widening knowledge-based space taking into account individual styles and strategies for student learning. It has been indicated that within foreign scientific discourse scholars focus on the problem of training philologists of the integrated type that is possible provided the methodology is scientifically justified, based on the significant achievements of philosophy, psychology, pedagogy, linguodidactics, sociolinguistics and culturology, oriented toward European requirements to language education, positive foreign experience and national traditions.Key words: future philologists, professional training, philological education, philology, scientific discourse.

Methods to extract information on the atomic and molecular states from scientific abstracts

International Nuclear Information System (INIS)

Sasaki, Akira; Ueshima, Yutaka; Yamagiwa, Mitsuru; Murata, Masaki; Kanamaru, Toshiyuki; Shirado, Tamotsu; Isahara, Hitoshi

2005-01-01

We propose a new application of information technology to recognize and extract expressions of atomic and molecular states from electrical forms of scientific abstracts. Present results will help scientists to understand atomic states as well as the physics discussed in the articles. Combining with the internet search engines, it will make one possible to collect not only atomic and molecular data but broader scientific information over a wide range of research fields. (author)

Data Democracy and Decision Making: Enhancing the Use and Value of Geospatial Data and Scientific Information

Science.gov (United States)

Shapiro, C. D.

2014-12-01

Data democracy is a concept that has great relevance to the use and value of geospatial data and scientific information. Data democracy describes a world in which data and information are widely and broadly accessible, understandable, and useable. The concept operationalizes the public good nature of scientific information and provides a framework for increasing benefits from its use. Data democracy encompasses efforts to increase accessibility to geospatial data and to expand participation in its collection, analysis, and application. These two pillars are analogous to demand and supply relationships. Improved accessibility, or demand, includes increased knowledge about geospatial data and low barriers to retrieval and use. Expanded participation, or supply, encompasses a broader community involved in developing geospatial data and scientific information. This pillar of data democracy is characterized by methods such as citizen science or crowd sourcing.A framework is developed for advancing the use of data democracy. This includes efforts to assess the societal benefits (economic and social) of scientific information. This knowledge is critical to continued monitoring of the effectiveness of data democracy implementation and of potential impact on the use and value of scientific information. The framework also includes an assessment of opportunities for advancing data democracy both on the supply and demand sides. These opportunities include relatively inexpensive efforts to reduce barriers to use as well as the identification of situations in which participation can be expanded in scientific efforts to enhance the breadth of involvement as well as expanding participation to non-traditional communities. This framework provides an initial perspective on ways to expand the "scientific community" of data users and providers. It also describes a way forward for enhancing the societal benefits from geospatial data and scientific information. As a result, data

Development of a Centralized Automated Scientific and Technical Information Service in the People's Republic of Bulgaria.

Science.gov (United States)

Kiratsov, P.

1983-01-01

Discusses the design and organization of the Automated Information Centre, a centralized automated scientific and technical information service established within the main organ of Bulgaria's National System for Scientific and Technical Information, with UNESCO and United Nations Development Program assistance. Problems and perspectives for…

Are there ways to improve the citations of a scientific paper?

Science.gov (United States)

Bartoli, E

2018-04-01

The expansion of scientific publications makes more difficult the mining of relevant information necessary for a productive appraisal of authors' work, scientific interaction and exchange. Papers over-citation is unproductive, under-citation of innovative research generates delay and inefficiency. The extraction of information from the literature is mostly based on keywords (KWs). I computed the chances of citation of one paper as 1/number of papers retrieved by the KWs published in that paper, and compared them with the chances obtained by selecting different KWs. Using generic KWs the chances are smaller, at times practically nil, as compared to those calculated with more specific KWs and their association. Selecting scientifically-analyzed KWs, specific for the message conveyed by a paper and computing beforehand the theoretical chances of citation, might increase the citations obtained, the retrieval of important scientific and innovative information, optimize scientific exchange and qualitative productivity. LEARNING POINTS. Copyright © 2018 European Federation of Internal Medicine. Published by Elsevier B.V. All rights reserved.

The base of the iceberg: informal learning and its impact on formal and non-formal learning

OpenAIRE

Rogers, Alan

2014-01-01

The author looks at learning (formal, non-formal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning - formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, ...

Discussion of nuclear science and technology information base on serving our company scientific research

International Nuclear Information System (INIS)

Wang Zhong; Liu Wenbin

2010-01-01

In the eleventh five-year, our company scientific research have a long way to go and preparatory work of commercial reprocessing has startup under digital information society. Fundamental change of existing content, model of nuclear science and technology information occurred to fit for new situation and new environment, and in order to service for our company scientific research. In this paper, we discuss the development of new services that fits for our company science and technology information. (authors)

Teach Them How They Learn: Learning Styles and Information Systems Education

Science.gov (United States)

Cegielski, Casey G.; Hazen, Benjamin T.; Rainer, R. Kelly

2011-01-01

The rich, interdisciplinary tradition of learning styles is markedly absent in information systems-related research. The current study applies the framework of learning styles to a common educational component of many of today's information systems curricula--object-oriented systems development--in an effort to answer the question as to whether…

Learning Information Literacy

Science.gov (United States)

Diehm, Rae-Anne; Lupton, Mandy

2014-01-01

Introduction: This paper reports on university students' experiences of learning information literacy. Method: Phenomenography was selected as the research approach as it describes the experience from the perspective of the study participants, which in this case is a mixture of undergraduate and postgraduate students studying education at an…

Inquiry in early years science teaching and learning: Curriculum design and the scientific story

Science.gov (United States)

McMillan, Barbara Alexander

2001-07-01

Inquiry in school science, as conceived by the authors of the Common Framework of Science Learning Outcomes K--12, is dependent upon four areas of skills. These are the skills of initiating and planning, performing and recording, analysing and interpreting, and communication and teamwork that map onto what Hodson calls the five phases of scientific inquiry in school science: initiation, design and planning, performance, interpretation, and reporting and communicating. This study looked at initiation in a multiage (Grades 1--3) classroom, and the curriculum, design tools, and inquiry acts believed to be necessary precursors of design and planning phases whether the inquiry in which young children engage is archival or laboratory investigation. The curriculum was designed to build upon children's everyday biological knowledge and through a series of carefully organized lessons to help them to begin to build scientifically valid conceptual models in the area of animal life cycles. The lessons began with what is called benchmark-invention after the historical work of Robert Karplus and the contemporary work of Earl Hunt and Jim Minstrell. The introduction of a biological concept was followed by a series of exploration activities in which children were encouraged to apply the concept invented in the benchmark lesson. Enlargement followed. This was the instructional phase in which children were helped to establish scientifically valid relationships between the invented concept and other biological concepts. The pre-instruction and post-instruction interview data suggest that the enacted curriculum and sequence in which the biological knowledge was presented helped the nineteen children in the study to recognize the connections and regularities within the life cycles of the major groupings of animals, and to begin to build scientific biological conceptual models. It is, however, argued that everyday biology, in the form of the person analogy, acts as an obstacle to

Learning curves for mutual information maximization

International Nuclear Information System (INIS)

Urbanczik, R.

2003-01-01

An unsupervised learning procedure based on maximizing the mutual information between the outputs of two networks receiving different but statistically dependent inputs is analyzed [S. Becker and G. Hinton, Nature (London) 355, 161 (1992)]. For a generic data model, I show that in the large sample limit the structure in the data is recognized by mutual information maximization. For a more restricted model, where the networks are similar to perceptrons, I calculate the learning curves for zero-temperature Gibbs learning. These show that convergence can be rather slow, and a way of regularizing the procedure is considered

Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

Directory of Open Access Journals (Sweden)

Alanah Mitchell

2017-01-01

Full Text Available Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners\t: This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful

Inquiry learning: Students' perception of light wave phenomena in an informal environment

Science.gov (United States)

Ford, Ken

This study involved identifying students' perception of light phenomena and determined if they learned the scientific concepts of light that were presented to them by an interactive science exhibit. The participants in this study made scientific inquiry about light by using a powerful white light source, a prism, converging lenses, diverging lenses, concave and convex mirrors in an informal science setting. The sample used in the study consisted of 40 subjects (15 males and 25 females) in a college program at a University located in the Southern region of the United States. The participants were selected using a convenient sampling process from a population enrolled in a pre-calculus class and a physics class. The participants were engaged in pretest on light wave phenomena using the Inquiry Laboratory Light Island exhibit. After the pretest, the participants were engaged in activities, where they reflected white light off the surface of concave and convex mirrors, refracted white light through converging and diverging lens, and passed white light through a prism. They also made observations of the behavior and characteristics of light from the patterns that it created. After three weeks, the participants were given the Inquiry Laboratory Light Island exhibit posttest. The findings of the study indicated that the means yielded a higher average for the participants' posttest scores. The t-Test results were statistically significant, which confirmed that the concepts of light wave phenomena were perceived and learned by the participants. The Inquiry Laboratory survey questions analyzed using the chi-square test suggested that participants were in agreement with the concepts about light. In addition, Cramer's phi and Cramer's V suggested a moderate relationship and association between the genders of the participants on the concepts of light wave phenomena. Furthermore, the interview and observation protocol processes confirmed that students perceived and learned the

Geo-scientific information system

International Nuclear Information System (INIS)

Gedeon, M.; De Soete, H.

2010-01-01

Document available in extended abstract form only. In the framework of the geological disposal of radioactive waste, the characterization of the Boom Clay and its environment has been going on for more than 30 years. During this time, a great quantity of data was collected to support the research on the reference host rock. A geo-scientific information system was built to store the data acquired in this framework,. The aim was to create a central place where all types of data could be looked up for further analyses and interpretation. All data stored in the system are geographically referenced. The GSIS database was created using PostgreSQL database with PostGIS spatial extension. PostgreSQL is an open-source object-relational database management system (ORDBMS) based on POSTGRES, developed at the University of California at Berkeley Computer Science Department. POSTGRES pioneered many concepts that only became available in some commercial database systems much later. PostgreSQL is an open-source descendant of this original Berkeley code. It supports SQL92 and SQL99 and offers many modern features: complex queries, foreign keys, triggers, views, transactional integrity, multi-version concurrency control. PostGIS is an extension to the PostgreSQL object-relational database system which allows GIS (Geographic Information Systems) objects to be stored in the database. PostGIS includes support for GiST-based R-Tree spatial indexes, and functions for analysis and processing of GIS objects. The GSIS database consists of three principal database domains, the objects database domain (ObjectsDB) and the data domain (DataDB). ObjectsDB includes the definitions (including the geometry/ position) and relative hierarchy of the objects. The objects are defined as structures, enclosed areas or scientific instruments with definable geometry (2D or 3D) including samples used to acquire data (boreholes, piezometers, sampling locations, galleries, sensors, etc.). DataDB includes

A Systemic View of the Learning and Differentiation of Scientific Concepts: The Case of Electric Current and Voltage Revisited

Science.gov (United States)

Koponen, Ismo T.; Kokkonen, Tommi

2014-01-01

In learning conceptual knowledge in physics, a common problem is the incompleteness of a learning process, where students' personal, often undifferentiated concepts take on more scientific and differentiated form. With regard to such concept learning and differentiation, this study proposes a systemic view in which concepts are considered as…

Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach

Science.gov (United States)

Chitnork, Amporn; Yuenyong, Chokchai

2018-01-01

The research aimed to enhance Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach. The participants included 45 Grade 10 students who were studying in a school in Nongsonghong, Khon Kaen, Thailand. Methodology regarded interpretive paradigm. The intervention was the force unit which was provided based on Yuenyong (2006) STS approach. Students learned about the STS electric field unit for 4 weeks. The students' scientific argumentation was interpreted based on Toulmin's argument pattern or TAP. The TAP provided six components of argumentation including data, claim, warrants, qualifiers, rebuttals and backing. Tools of interpretation included students' activity sheets, conversation, journal writing, classroom observation and interview. The findings revealed that students held the different pattern of argumentation. Then, they change pattern of argumentation close to the TAP. It indicates that the intervention of STS electric field unit enhance students to develop scientific argumentation. This finding may has implication of further enhancing scientific argumentation in Thailand.

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills.

Science.gov (United States)

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy.

The effect of physics-based scientific learning on the improvement of the student’s critical thinking skills

Science.gov (United States)

Zaidah, A.; Sukarmin; Sunarno, W.

2018-04-01

This study aimed to determine the influence of a physics-based scientific learning to increase student’s critical thinking skill. This type of this research was quantitative research with taking the conclusion through statistical analysis. This research was carried out in MA (Senior High School) Mu'allimat NW Pancor in the second semester in the academic year of 2016/2017 with all students of XI class. The sampling is done by using technique purposive sampling where the class was taken from XI 6 class. Based on the result of descriptive analysis, it was obtained an average pre-test score of 49.17 and an average post-test score of 82.43. Also, the results showed that the average score was gained of 0.67 with a medium category. Based on the inferential analysis showed the value of t = 22.559 while the ttable in significance level of 5% was 2.04. Thus, t > the ttable from Ha is accepted. Therefore, the pre-test and posttest were different significantly when the students used scientific-based learning. The result showed that a physics-based scientific learning has influenced to increase the student’s critical thinking skill.

Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

Science.gov (United States)

Cseh, Maria; Manikoth, Nisha N.

2011-01-01

As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

LEARNING TO READ SCIENTIFIC RUSSIAN BY THE THREE QUESTION EXPERIMENTAL (3QX) METHOD.

Science.gov (United States)

ALFORD, M.H.T.

A NEW METHOD FOR LEARNING TO READ TECHNICAL LITERATURE IN A FOREIGN LANGUAGE IS BEING DEVELOPED AND TESTED AT THE LANGUAGE CENTRE OF THE UNIVERSITY OF ESSEX, COLCHESTER, ENGLAND. THE METHOD IS CALLED "THREE QUESTION EXPERIMENTAL METHOD (3QX)," AND IT HAS BEEN USED IN THREE COURSES FOR TEACHING SCIENTIFIC RUSSIAN TO PHYSICISTS. THE THREE…

Text mining scientific papers: a survey on FCA-based information retrieval research

NARCIS (Netherlands)

Poelmans, J.; Ignatov, D.I.; Viaene, S.; Dedene, G.; Kuznetsov, S.O.

2012-01-01

Formal Concept Analysis (FCA) is an unsupervised clustering technique and many scientific papers are devoted to applying FCA in Information Retrieval (IR) research. We collected 103 papers published between 2003-2009 which mention FCA and information retrieval in the abstract, title or keywords.

Capturing information need by learning user context

OpenAIRE

Goker, A.S.

1999-01-01

Learning techniques can be applied to help information retrieval systems adapt to users' specific needs. They can be used to learn from user searches to improve subsequent searches. This paper describes the approach taken to learn about particular users' contexts in order to improve document ranking produced by a probabilistic information retrieval system. The approach is based on the argument that there is a pattern in user queries in that they tend to remain within a particular context over...

Designing informal learning spaces using student perspectives

OpenAIRE

Matthew David Riddle; Kay Souter

2012-01-01

This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectiv...

Scientific and technical information output of the Langley Research Center

Science.gov (United States)

1984-01-01

Scientific and technical information that the Langley Research Center produced during the calendar year 1983 is compiled. Included are citations for Formal Reports, Quick-Release Technical Memorandums, Contractor Reports, Journal Articles and other Publications, Meeting Presentations, Technical Talks, Computer Programs, Tech Briefs, and Patents.

Children's Learning in Scientific Thinking: Instructional Approaches and Roles of Variable Identification and Executive Function

Science.gov (United States)

Blums, Angela

The present study examines instructional approaches and cognitive factors involved in elementary school children's thinking and learning the Control of Variables Strategy (CVS), a critical aspect of scientific reasoning. Previous research has identified several features related to effective instruction of CVS, including using a guided learning approach, the use of self-reflective questions, and learning in individual and group contexts. The current study examined the roles of procedural and conceptual instruction in learning CVS and investigated the role of executive function in the learning process. Additionally, this study examined how learning to identify variables is a part of the CVS process. In two studies (individual and classroom experiments), 139 third, fourth, and fifth grade students participated in hands-on and paper and pencil CVS learning activities and, in each study, were assigned to either a procedural instruction, conceptual instruction, or control (no instruction) group. Participants also completed a series of executive function tasks. The study was carried out with two parts--Study 1 used an individual context and Study 2 was carried out in a group setting. Results indicated that procedural and conceptual instruction were more effective than no instruction, and the ability to identify variables was identified as a key piece to the CVS process. Executive function predicted ability to identify variables and predicted success on CVS tasks. Developmental differences were present, in that older children outperformed younger children on CVS tasks, and that conceptual instruction was slightly more effective for older children. Some differences between individual and group instruction were found, with those in the individual context showing some advantage over the those in the group setting in learning CVS concepts. Conceptual implications about scientific thinking and practical implications in science education are discussed.

Learning style, judgements of learning, and learning of verbal and visual information.

Science.gov (United States)

Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger

2017-08-01

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. © 2016 The British Psychological Society.

Gaming science: the "Gamification" of scientific thinking.

Science.gov (United States)

Morris, Bradley J; Croker, Steve; Zimmerman, Corinne; Gill, Devin; Romig, Connie

2013-09-09

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

Examining Informal Learning in Commercial Airline Pilots' Communities of Practice

Science.gov (United States)

Corns, Kevin M.

2014-01-01

A pragmatic sequential mixed methods research methodology was used to examine commercial airline pilots' (N =156) types and frequencies of informal learning activities, perceptions of workplace informal learning, and opinions on how organizations should support workplace informal learning outside of the formal learning environment. This study…

E-learning stakeholders information security vulnerability model

OpenAIRE

Mohd Alwi, Najwa Hayaati

2012-01-01

The motivation to conduct this research has come from awareness that the Internet exposes the e-learning environment to information security threats and vulnerabilities. Information security management as practised as a top down approach in many organisations tend to detach of people’s responsibility in ensuring the security of e-learning. Literature has pointed out that people’s behaviour required to be addressed to control the information security threats. This research proposes an ISM huma...

Students’ Scientific Circle of Obstetrics and Gynaecology

Directory of Open Access Journals (Sweden)

Ivan Polishchuk

2017-06-01

Full Text Available The students’ scientific circle is the kind of teaching obstetrics and gynaecology in a higher medical institution. The circle is an elective form of learning that allows the students to get deeper knowledge of a subject and to perfect themselves in the issues of diagnostics in obstetrics and gynaecology as well as to acquaint themselves with basic medical techniques. It helps identify students who are capable of scientific research and allows the students to improve their ability to analytical perception of professional information, the ability to present it to the audience, ask and answer the questions publicly. The article presents the results of practical and research activities of obstetric and gynaecologic section of the students’ scientific circle of Ivano-Frankivsk National Medical University.

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills †

Science.gov (United States)

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy. PMID:29904518

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy

Directory of Open Access Journals (Sweden)

Stephanie B. Stockwell

2015-11-01

Full Text Available Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I present an argument based on evidence, II analyze science and scientists within a social context, and III experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science–themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, “Nonscientists should do scientific research.” Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement–like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science–themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy.

Science.gov (United States)

Stockwell, Stephanie B

2016-03-01

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science-course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science-themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, "Nonscientists should do scientific research." Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement-like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science-themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy†

Science.gov (United States)

Stockwell, Stephanie B.

2016-01-01

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science–themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, “Nonscientists should do scientific research.” Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement–like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science–themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values. PMID:27047600

Information Security in eLearning: A Discussion of Empirical Data on Information Security and eLearning

OpenAIRE

Alwi, Najwa Hayaati Mohd; Fan, Ip-Shing

2010-01-01

ELearning systems are increasingly used by educational institutions to support their academic activities. A simple use of an eLearning system is to make materials and notes available to students at anytime and anywhere; more sophisticated uses of eLearning support the interaction and assessment processes. Depending on how eLearning systems are used, information security issues such as intellectual property protection, personal data protection and continuity of service can become significant f...

Integrating scientific and local knowledge to inform risk-based management approaches for climate adaptation

Directory of Open Access Journals (Sweden)

Nathan P. Kettle

2014-01-01

Full Text Available Risk-based management approaches to climate adaptation depend on the assessment of potential threats, and their causes, vulnerabilities, and impacts. The refinement of these approaches relies heavily on detailed local knowledge of places and priorities, such as infrastructure, governance structures, and socio-economic conditions, as well as scientific understanding of climate projections and trends. Developing processes that integrate local and scientific knowledge will enhance the value of risk-based management approaches, facilitate group learning and planning processes, and support the capacity of communities to prepare for change. This study uses the Vulnerability, Consequences, and Adaptation Planning Scenarios (VCAPS process, a form of analytic-deliberative dialogue, and the conceptual frameworks of hazard management and climate vulnerability, to integrate scientific and local knowledge. We worked with local government staff in an urbanized barrier island community (Sullivan’s Island, South Carolina to consider climate risks, impacts, and adaptation challenges associated with sea level rise and wastewater and stormwater management. The findings discuss how the process increases understanding of town officials’ views of risks and climate change impacts to barrier islands, the management actions being considered to address of the multiple impacts of concern, and the local tradeoffs and challenges in adaptation planning. We also comment on group learning and specific adaptation tasks, strategies, and needs identified.

A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear.

Science.gov (United States)

Reynolds, Gemma; Wasely, David; Dunne, Güler; Askew, Chris

2017-10-19

Research with children has demonstrated that both positive vicarious learning (modelling) and positive verbal information can reduce children's acquired fear responses for a particular stimulus. However, this fear reduction appears to be more effective when the intervention pathway matches the initial fear learning pathway. That is, positive verbal information is a more effective intervention than positive modelling when fear is originally acquired via negative verbal information. Research has yet to explore whether fear reduction pathways are also important for fears acquired via vicarious learning. To test this, an experiment compared the effectiveness of positive verbal information and positive vicarious learning interventions for reducing vicariously acquired fears in children (7-9 years). Both vicarious and informational fear reduction interventions were found to be equally effective at reducing vicariously acquired fears, suggesting that acquisition and intervention pathways do not need to match for successful fear reduction. This has significant implications for parents and those working with children because it suggests that providing children with positive information or positive vicarious learning immediately after a negative modelling event may prevent more serious fears developing.

Instructed fear learning, extinction, and recall: additive effects of cognitive information on emotional learning of fear.

Science.gov (United States)

Javanbakht, Arash; Duval, Elizabeth R; Cisneros, Maria E; Taylor, Stephan F; Kessler, Daniel; Liberzon, Israel

2017-08-01

The effects of instruction on learning of fear and safety are rarely studied. We aimed to examine the effects of cognitive information and experience on fear learning. Fourty healthy participants, randomly assigned to three groups, went through fear conditioning, extinction learning, and extinction recall with two conditioned stimuli (CS+). Information was presented about the presence or absence of conditioned stimulus-unconditioned stimulus (CS-US) contingency at different stages of the experiment. Information about the CS-US contingency prior to fear conditioning enhanced fear response and reduced extinction recall. Information about the absence of CS-US contingency promoted extinction learning and recall, while omission of this information prior to recall resulted in fear renewal. These findings indicate that contingency information can facilitate fear expression during fear learning, and can facilitate extinction learning and recall. Information seems to function as an element of the larger context in which conditioning occurs.

Learning Science Content through Socio-Scientific Issues-Based Instruction: A Multi-Level Assessment Study

Science.gov (United States)

Sadler, Troy D.; Romine, William L.; Topçu, Mustafa Sami

2016-01-01

Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of…

Music and Informal Learning in Everyday Life

Science.gov (United States)

Batt-Rawden, Kari; Denora, Tia

2005-01-01

In this paper, the authors focus on informal learning as it is situated in and derived from everyday life experience (Lave, 1988; Lave and Wenger, 1991). Their concern is with informal musical learning and its link to health, well-being and the care of self, an area that has already received some attention from research in music therapy,…

Stepping into the Unknown: Three Models for the Teaching and Learning of the Opening Sections of Scientific Articles

Science.gov (United States)

Falk, Hedda; Yarden, Anat

2011-01-01

Different genres of scientific articles have begun to diffuse into science curricula. Among them, adapted primary literature (APL) retains the characteristics of scientific research articles, while adapting their contents to the knowledge level of students in the 11th to 12th grades. We present three models for the teaching and learning of the…

Active Learning by Querying Informative and Representative Examples.

Science.gov (United States)

Huang, Sheng-Jun; Jin, Rong; Zhou, Zhi-Hua

2014-10-01

Active learning reduces the labeling cost by iteratively selecting the most valuable data to query their labels. It has attracted a lot of interests given the abundance of unlabeled data and the high cost of labeling. Most active learning approaches select either informative or representative unlabeled instances to query their labels, which could significantly limit their performance. Although several active learning algorithms were proposed to combine the two query selection criteria, they are usually ad hoc in finding unlabeled instances that are both informative and representative. We address this limitation by developing a principled approach, termed QUIRE, based on the min-max view of active learning. The proposed approach provides a systematic way for measuring and combining the informativeness and representativeness of an unlabeled instance. Further, by incorporating the correlation among labels, we extend the QUIRE approach to multi-label learning by actively querying instance-label pairs. Extensive experimental results show that the proposed QUIRE approach outperforms several state-of-the-art active learning approaches in both single-label and multi-label learning.

Informal Workplace Learning among Nurses: Organisational Learning Conditions and Personal Characteristics That Predict Learning Outcomes

Science.gov (United States)

Kyndt, Eva; Vermeire, Eva; Cabus, Shana

2016-01-01

Purpose: This paper aims to examine which organisational learning conditions and individual characteristics predict the learning outcomes nurses achieve through informal learning activities. There is specific relevance for the nursing profession because of the rapidly changing healthcare systems. Design/Methodology/Approach: In total, 203 nurses…

Dynamic use of geoscience information to develop scientific understanding for a nuclear waste repository

International Nuclear Information System (INIS)

Cook, N.G.W.; Tsang, C.F.

1990-01-01

This paper discusses the development and safety evaluation of a nuclear waste geologic repository. Scientific understanding dependent upon information from a number of geoscience disciplines is described. A discussion is given on the dynamic use of the information through the different stages. The authors point out the need for abstracting, deriving and updating a quantitative spatial and process model (QSPM) to develop a scientific understanding of site responses as a crucial element in the dynamic procedure

Promoting children's agency and communication skills in an informal science program

Science.gov (United States)

Wulf, Rosemary; Hinko, Kathleen; Finkelstein, Noah

2013-01-01

The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder brings together university and community institutions to create an environment where K-12 students join with university educators to engage in inquiry-based scientific practices after school. In our original framing, these afterschool activities were developed to reinforce the traditional learning goals of the classroom, including mastering scientific content, skills and processes. Recently, the primary focus of the PISEC curriculum has been shifted towards the development of students' scientific identity, an explicit objective of informal learning environments. The new curriculum offers students more activity choices, affords opportunities for scientific drawings and descriptions, and provides incentive for students to design their own experiments. We have analyzed student science notebooks from both old and new curricula and find that with the redesigned curriculum, students exhibit increased agency and more instances of scientific communication while still demonstrating substantial content learning gains.

Important functions and development ideas of the library and information work in scientific and technical research institutes

International Nuclear Information System (INIS)

Ye Qingsen

2010-01-01

The library and information branch is an important constituent part of a scientific and technic research institute, and is a technically assistant department which is set for scientific and technic research and production. The investigations show that the achievements by the library and information departments are marked in scientific and technic research institutes, and the library and information works play important roles for the existence, development and innovation of the institute in past years. But, the present conditions and statuses are dropped behind, and more problems existed in the library and information departments as a whole. The development ideas are proposed for the library and information work by analyzing the characteristics of nowadays knowledge service, knowledge economy and network information time. (authors)

Scientific collaboratories in higher education

DEFF Research Database (Denmark)

Sonnenwald, Diane H.; Li, Bin

2003-01-01

Scientific collaboratories hold the promise of providing students access to specialized scientific instruments, data and experts, enabling learning opportunities perhaps otherwise not available. However, evaluation of scientific collaboratories in higher education has lagged behind...

Enhancing students’ cognitive skill in Nguyen Tat Thanh high school Hanoi Vietnam through scientific learning material of static electricity

Science.gov (United States)

Priyanto, A.; Linuwih, S.; Aji, M. P.; Bich, D. D.

2018-03-01

Scientific learning material is still needed by students at Nguyen Tat Thanh High School (NTT), Hanoi Vietnam in order to enhance the students’ cognitive skill. Cognitive skill represents the level of students’ understanding to the particular material. Students’ cognitive skill can be improved by applying the learning material based on scientific approach as a treatment. The enhancement of students’ cognitive skill can be measured by analyzing the students’ test result collected before and after treatment. The analysis is focused to measure the enhancement or the sifted of cognitive aspects including remembering aspect (C1), understanding aspect (C2), applying aspect (C3), analyzing aspect (C4), and evaluating aspect (C5). According to the analysis the enhancement of cognitive aspects are 8.26% of remembering, 3.26% of understanding, 32.94% of applying, 21.74% of analyzing, and 21.74% of evaluating. The major enhancements are occured at applying, analyzing, and evaluating aspects. Therefore it can be concluded that students’ cognitive skill is enhanced by applying scientific learning material of static electricity.

Music in Informal and formal learning situations in ECEC

Directory of Open Access Journals (Sweden)

Morten Sæther

2016-12-01

Full Text Available The aim of this article is, through theory, research and practical experiences, to discuss how informal teaching and learning situations exemplified by activities including music plays a part in Early Childhood Education and Care (ECEC. The theoretical frame in this article is based on perspectives on informal teaching and learning in music and in general (Green 2002, 2008; Henze, 2009; Folkestad, 2006; Mak, 2007. The tradition in Norwegian ECEC centers has been based on informal learning processes mainly through social interaction, play, dialogs, aesthetical and outdoor activities in everyday life. ECEC teachers challenged to articulate Informal teaching and learning as professional educators. In light of that statement it is introduced, theoretical perspectives and studies of professions (Abbott, 1988; Grimen, 2008; Heggen, 2008; Polanyi, 2002. The author describes and discusses opportunities of music in ECEC centers and how music can contribute learning in informal learning situations. The discussion refers narrative episodes from observations of ECEC practice. Methodology is based on thematic analysis inspired of  Riessman (2008 and Polkinghorne (1995.

Distance Learning in Scientific and Professional Fields of Communication (Interdisciplinary Approach)

Science.gov (United States)

Skorikova, Tatyana Petrovna; Khromova, Sergey Sergeevich; Dneprovskaya, Natalia Vitalievna

2016-01-01

Modern level of informational technologies development allows the authors of educational courses to decrease their dependence from technical specialists and to independently develop distance-learning courses and their separate online components, which require special methodical learning. The aim of present study is to develop a distance-learning…

Informal learning with mobile devices

DEFF Research Database (Denmark)

Berth, Mette

an analysis of my data I will centre my discussion around the value of this informal approach for learning purposes and discuss what kind of reflective competencies come into play here (Nesta Futurelab 2004a, 2004b). The theoretical framework for this article also draws on social learning theory (Lave......The paper describes the progression of a learning experiment with high school students producing moblogs (mobile weblogs) outside of the school environment and focuses especially on the reflective aspects of the moblogs as an expression of the reflective practicum (Schön 1987, DESECO 2003). Through...

Informal and Formal Learning of General Practitioners

Science.gov (United States)

Spaan, Nadia Roos; Dekker, Anne R. J.; van der Velden, Alike W.; de Groot, Esther

2016-01-01

Purpose: The purpose of this study is to understand the influence of formal learning from a web-based training and informal (workplace) learning afterwards on the behaviour of general practitioners (GPs) with respect to prescription of antibiotics. Design/methodology/approach: To obtain insight in various learning processes, semi-structured…

Label Information Guided Graph Construction for Semi-Supervised Learning.

Science.gov (United States)

Zhuang, Liansheng; Zhou, Zihan; Gao, Shenghua; Yin, Jingwen; Lin, Zhouchen; Ma, Yi

2017-09-01

In the literature, most existing graph-based semi-supervised learning methods only use the label information of observed samples in the label propagation stage, while ignoring such valuable information when learning the graph. In this paper, we argue that it is beneficial to consider the label information in the graph learning stage. Specifically, by enforcing the weight of edges between labeled samples of different classes to be zero, we explicitly incorporate the label information into the state-of-the-art graph learning methods, such as the low-rank representation (LRR), and propose a novel semi-supervised graph learning method called semi-supervised low-rank representation. This results in a convex optimization problem with linear constraints, which can be solved by the linearized alternating direction method. Though we take LRR as an example, our proposed method is in fact very general and can be applied to any self-representation graph learning methods. Experiment results on both synthetic and real data sets demonstrate that the proposed graph learning method can better capture the global geometric structure of the data, and therefore is more effective for semi-supervised learning tasks.

Ambient Learning Displays - Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning

NARCIS (Netherlands)

Börner, Dirk

2010-01-01

Börner, D. (2010, 19-21 March). Ambient Learning Displays Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning. Presented at the IADIS International Conference Mobile Learning 2010, Porto, Portugal.

Student Development of Information Literacy Skills during Problem-Based Organic Chemistry Laboratory Experiments

Science.gov (United States)

Shultz, Ginger V.; Li, Ye

2016-01-01

Problem-based learning methods support student learning of content as well as scientific skills. In the course of problem-based learning, students seek outside information related to the problem, and therefore, information literacy skills are practiced when problem-based learning is used. This work describes a mixed-methods approach to investigate…

Gaming Science: The Gamification of Scientific Thinking

Directory of Open Access Journals (Sweden)

Bradley eMorris

2013-09-01

Full Text Available Science is critically important for advancing economics, health, and social well being in the 21st century. A scientifically literate workforce is one that is well suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

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

OpenAIRE

Paola Rodari

2009-01-01

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

The Influence of Multigenerational Workforce in Effective Informal Team Learning

Directory of Open Access Journals (Sweden)

Roza Marsaulina Sibarani

2015-01-01

Full Text Available The urgency of this research arises from the convergence of two dynamics that are transforming the workplace and impacting organization performance. The first is multigenerational workforce work side by side in the same organization even in the same team. The second is informal learning, a major mode of learning in an organization. Therefore, this paper aims to explore the influence of generational background of Baby Boomers, Generation X and Generation Y in relation to informal team learning in the Indonesian business environment. Both, qualitative and quantitative studies were conducted with 21 interviewees and 184 survey respondents representing a total of 191 multigenerational teams participating in this research. The findings suggest that generational background influence informal learner and effective informal team learning, but have no direct impact on team climate. Understanding generational differences will enable individuals to learn informally and create a conducive team climate that will lead to effective informal team learning.

How Are Learning Disabilities Diagnosed?

Science.gov (United States)

... Research Information Research Goals Activities and Advances Scientific Articles Find a Study Resources and Publications For Patients and Consumers For Researchers and Health Care Providers Home Health A to Z List Learning Disabilities Condition Information How is it diagnosed? Share ...

Learning classification models with soft-label information.

Science.gov (United States)

Nguyen, Quang; Valizadegan, Hamed; Hauskrecht, Milos

2014-01-01

Learning of classification models in medicine often relies on data labeled by a human expert. Since labeling of clinical data may be time-consuming, finding ways of alleviating the labeling costs is critical for our ability to automatically learn such models. In this paper we propose a new machine learning approach that is able to learn improved binary classification models more efficiently by refining the binary class information in the training phase with soft labels that reflect how strongly the human expert feels about the original class labels. Two types of methods that can learn improved binary classification models from soft labels are proposed. The first relies on probabilistic/numeric labels, the other on ordinal categorical labels. We study and demonstrate the benefits of these methods for learning an alerting model for heparin induced thrombocytopenia. The experiments are conducted on the data of 377 patient instances labeled by three different human experts. The methods are compared using the area under the receiver operating characteristic curve (AUC) score. Our AUC results show that the new approach is capable of learning classification models more efficiently compared to traditional learning methods. The improvement in AUC is most remarkable when the number of examples we learn from is small. A new classification learning framework that lets us learn from auxiliary soft-label information provided by a human expert is a promising new direction for learning classification models from expert labels, reducing the time and cost needed to label data.

Science education through informal education

Science.gov (United States)

Kim, Mijung; Dopico, Eduardo

2016-06-01

To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students' visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students' lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins' discussion on enhancing the effectiveness of informal learning places in science education.

Using a Scientific Paper Format to Foster Problem-Based, Cohort-Learning in Undergraduate Environmental Science

Science.gov (United States)

Wagner, T.; Langley-Turnbaugh, S. J.; Sanford, R.

2006-01-01

The Department of Environmental Science at the University of Southern Maine implemented a problem-based, cohort-learning curriculum for undergraduate environmental science majors. The curriculum was based on a five-course sequence patterned after the outline of a scientific paper. Under faculty guidance, students select local environmental…

Mallik data and information system : development of a scientific data exchange platform

Energy Technology Data Exchange (ETDEWEB)

Lowner, R.; Conze, R. [GeoForschungsZentrum Potsdam, Potsdam (Germany)

2005-07-01

The Mallik Data and Information System (Mallik DIS) includes 3 main components which make it possible to acquire, integrate and disseminate interdisciplinary data from the Mallik 2002 Gas Hydrate Production Research Well Program. The system provides a secure and accessible archive of quality controlled scientific results of the project. The 3 main components are: (1) a digital scanner which produces a catalogue of digital core images, (2) the data warehouse which is a vital database and archive that provides members of the Mallik team with access to project data sets via Internet, and (3) the web portal of the International Continental Scientific Drilling Program information network which allows the separate data sets to be retrieved, viewed and integrated with other project data sets.

Geographic Information Technologies as an outreach activity in geo-scientific education

Science.gov (United States)

Maman, Shimrit; Isaacson, Sivan; Blumberg, Dan G.

2016-04-01

In recent years, a decline in the rates of examinees in the academic track that were entitled to an enhanced matriculation certificate in scientific-technological education was reported in Israel. To confront this problem the Earth and Planetary Image Facility (EPIF) at Ben-Gurion University of the Negev fosters interdisciplinary exploration through educational programs that make use of the facility and its equipment and enable the empowerment of the community by understanding and appreciating science and technology. This is achieved by using Geographic Information Technologies (GIT) such as remote sensing and Geographical Information Systems (GIS) for geo-physical sciences in activities that combine theoretical background with hands-on activities. Monitoring Earth from space by satellites, digital atlases and virtual-based positioning applications are examples for fusion of spatial information (geographic) and technology that the activity is based on. GIT opens a new chapter and a recent history of Cartography starting from the collection of spatial data to its presentation and analysis. GIS have replaced the use of classical atlas books and offer a variety of Web-based applications that provide maps and display up-to-date imagery. The purpose of this workshop is to expose teachers and students to GITs which are applicable in every classroom. The activity imparts free geographic information systems that exist in cyberspace and accessible to single users as the Israeli national GIS and Google earth, which are based on a spatial data and long term local and global satellite imagery coverage. In this paper, our "Think global-Map Local" activity is presented. The activity uses GIS and change detection technologies as means to encourage students to explore environmental issues both around the globe and close to their surroundings. The students detect changes by comparing multi temporal images of a chosen site and learn how to map the alterations and produce change

The use of scientific direct instruction model with video learning of ethnoscience to improve students’ critical thinking skills

Science.gov (United States)

Sudarmin, S.; Mursiti, S.; Asih, A. G.

2018-04-01

In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.

THE EFFECT OF USING DIGIMON (SCIENCE DIGITAL MODULE WITH SCIENTIFIC APPROACH AT THE VISUALIZATIONOF STUDENTS’ INDEPENDENCE AND LEARNING RESULTS

Directory of Open Access Journals (Sweden)

M. W. Syahroni

2016-04-01

Full Text Available The aim of this research was to determine the influence of digimon based scientific approach on independence and learning autcomes of learners. This research has designed as quasi-experimental nonequivalent control group design. Subjects of this reaserch is learners at 8 E and 8 F on SMP N 1 Magelang in year 2014/2015. The results showed that there was a strong perfect linear relationship between digimon with independent learning or learning outcomes of learners. The result of independent assessment on the experiment group was 85,47 while the result of independent assessment on the control group was 69,94. Digimon based scientific approach are influential 51.93% to the independence of learners, while the rest influenced by other factors. Digimon give influence 39.69% on learning outcomes of learners, while the rest influenced by other factors.This relation is empharized through an independent test (t-test which shows dependent bridge between digimon with independence toward concept understanding of learners in experiment group.

Assuring Integrity of Information Utility in Cyber-Learning Formats.

Science.gov (United States)

Morrison, James L.; Stein, Linda L.

1999-01-01

Describes a cyber-learning project for the World Wide Web developed by faculty and librarians at the University of Delaware that combined discovery learning with problem-based learning to develop critical thinking and quality management for information. Undergraduates were to find, evaluate, and use information to generate an Internet marketing…

Blending Student Technology Experiences in Formal and Informal Learning

Science.gov (United States)

Lai, K.-W.; Khaddage, F.; Knezek, Gerald

2013-01-01

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

Information, Competencies and Collaborative Teaching/Learning

OpenAIRE

Osorio, Nestor L.

2002-01-01

The purpose of this paper is to survey the literature about current trends on several issues concerning technical information education including: 1. Information needs, user behaviors, access and availability of engineering information resources. 2. Information competencies as perceived by librarians and teaching faculty. 3. Initiatives encouraging collaborative teaching or learning to enhance the information competency of engineering and technology students. The author examines activities in...

77 FR 4043 - Scientific Information Request on the Use of Natriuretic Peptide Measurement in the Management of...

Science.gov (United States)

2012-01-26

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Agency for Healthcare Research and Quality Scientific Information Request on the Use of Natriuretic Peptide Measurement in the Management of Heart Failure AGENCY: Agency for Healthcare Research and Quality (AHRQ), HHS. ACTION: Request for scientific information...

Newly available technologies present expanding opportunities for scientific and technical information exchange

Science.gov (United States)

Tolzman, Jean M.

1993-01-01

The potential for expanded communication among researchers, scholars, and students is supported by growth in the capabilities for electronic communication as well as expanding access to various forms of electronic interchange and computing capabilities. Increased possibilities for information exchange, collegial dialogue, collaboration, and access to remote resources exist as high-speed networks, increasingly powerful workstations, and large, multi-user computational facilities are more frequently linked and more commonly available. Numerous writers speak of the telecommunications revolution and its impact on the development and dissemination of knowledge and learning. One author offers the phrase 'Scholarly skywriting' to represent a new form of scientific communication that he envisions using electronic networks. In the United States (U.S.), researchers associated with the National Science Foundation (NSF) are exploring 'nationwide collaboratories' and 'digital collaboration.' Research supported by the U.S. National Aeronautics and Space Administration (NASA) points to a future where workstations with built-in audio, video monitors, and screen sharing protocols are used to support collaborations with colleagues located throughout the world. Instruments and sensors located worldwide will produce data streams that will be brought together, analyzed, and distributed as new findings. Researchers will have access to machines that can supply domain-specific information in addition to locator and directory assistance. New forms of electronic journals will emerge and provide opportunities for researchers and scientists to exchange information electronically and interactively in a range of structures and formats. Ultimately, the wide-scale use of these technologies in the dissemination of research results and the stimulation of collegial dialogue will change the way we represent and express our knowledge of the world. A new paradigm will evolve--perhaps a truly worldwide

Interfering effects of retrieval in learning new information.

Science.gov (United States)

Finn, Bridgid; Roediger, Henry L

2013-11-01

In 7 experiments, we explored the role of retrieval in associative updating, that is, in incorporating new information into an associative memory. We tested the hypothesis that retrieval would facilitate incorporating a new contextual detail into a learned association. Participants learned 3 pieces of information-a person's face, name, and profession (in Experiments 1-5). In the 1st phase, participants in all conditions learned faces and names. In the 2nd phase, participants either restudied the face-name pair (the restudy condition) or were given the face and asked to retrieve the name (the test condition). In the 3rd phase, professions were presented for study just after restudy or testing. Our prediction was that the new information (the profession) would be more readily learned following retrieval of the face-name association compared to restudy of the face-name association. However, we found that the act of retrieval generally undermined acquisition of new associations rather than facilitating them. This detrimental effect emerged on both immediate and delayed tests. Further, the effect was not due to selective attention to feedback because we found impairment whether or not feedback was provided after the Phase 2 test. The data are novel in showing that the act of retrieving information can inhibit the ability to learn new information shortly thereafter. The results are difficult to accommodate within current theories that mostly emphasize benefits of retrieval for learning. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Video Creation: A Tool for Engaging Students to Learn Science

Science.gov (United States)

Courtney, A. R.

2016-12-01

Students today process information very differently than those of previous generations. They are used to getting their news from 140-character tweets, being entertained by You-Tube videos, and Googling everything. Thus, traditional passive methods of content delivery do not work well for many of these millennials. All students, regardless of career goals, need to become scientifically literate to be able to function in a world where scientific issues are of increasing importance. Those who have had experience applying scientific reasoning to real-world problems in the classroom will be better equipped to make informed decisions in the future. The problem to be solved is how to present scientific content in a manner that fosters student learning in today's world. This presentation will describe how the appeal of technology and social communication via creation of documentary-style videos has been used to engage students to learn scientific concepts in a university non-science major course focused on energy and the environment. These video projects place control of the learning experience into the hands of the learner and provide an opportunity to develop critical thinking skills. Students discover how to locate scientifically reliable information by limiting searches to respected sources and synthesize the information through collaborative content creation to generate a "story". Video projects have a number of advantages over research paper writing. They allow students to develop collaboration skills and be creative in how they deliver the scientific content. Research projects are more effective when the audience is larger than just a teacher. Although our videos are used as peer-teaching tools in the classroom, they also are shown to a larger audience in a public forum to increase the challenge. Video will be the professional communication tool of the future. This presentation will cover the components of the video production process and instructional lessons

The Challenge of Evaluating Students' Scientific Literacy in a Writing-to-Learn Context

Science.gov (United States)

Tomas, Louisa; Ritchie, Stephen M.

2015-01-01

This paper reports on the challenge of evaluating students' scientific literacy in a writing-to-learn context, as illustrated by our experience with an online science-writing project. In this mixed methods study, year 9 students in a case study class (13-14 year olds, n?=?26) authored a series of two "hybridised" short stories that…

Information-educational environment with adaptive control of learning process

Science.gov (United States)

Modjaev, A. D.; Leonova, N. M.

2017-01-01

Recent years, a new scientific branch connected with the activities in social sphere management developing intensively and it is called "Social Cybernetics". In the framework of this scientific branch, theory and methods of management of social sphere are formed. Considerable attention is paid to the management, directly in real time. However, the decision of such management tasks is largely constrained by the lack of or insufficiently deep study of the relevant sections of the theory and methods of management. The article discusses the use of cybernetic principles in solving problems of control in social systems. Applying to educational activities a model of composite interrelated objects representing the behaviour of students at various stages of educational process is introduced. Statistical processing of experimental data obtained during the actual learning process is being done. If you increase the number of features used, additionally taking into account the degree and nature of variability of levels of current progress of students during various types of studies, new properties of students' grouping are discovered. L-clusters were identified, reflecting the behaviour of learners with similar characteristics during lectures. It was established that the characteristics of the clusters contain information about the dynamics of learners' behaviour, allowing them to be used in additional lessons. The ways of solving the problem of adaptive control based on the identified dynamic characteristics of the learners are planned.

Informal learning in SME majors for African American female undergraduates

Directory of Open Access Journals (Sweden)

Ezella McPherson

2014-11-01

Full Text Available This research investigates how eight undergraduate African American women in science, math, and engineering (SME majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as the framework to better understand their opportunities to engage in free-choice science learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16 settings. In primary and secondary schools, African American girls acquire cultural capital and access to free-choice science learning in the home environment, museums, science fairs, student organizations and clubs. However, in high school African American female teenagers have fewer informal science learning opportunities like those such as those provided in primary school settings. In college, cultural capital is transmitted through informal science learning that consisted of involvement in student organizations, research projects, seminars, and conferences. These experiences contributed to their engagement and persistence in SME fields in K-16 settings. This research adds to cultural capital and informal science learning research by allowing scholars to better understand how African American women have opportunities to learn about the hidden curriculum of science through informal science settings throughout the educational pipeline.

Nuclear science and society: social inclusion through scientific education

Science.gov (United States)

Levy, Denise S.

2017-11-01

This article presents a web-based educational project focused on the potential value of Information and Communication Technology to enhance communication and education on nuclear science throughout Brazil. The project is designed to provide trustworthy information about the beneficial uses of nuclear technology, educating children and teenagers, as well as their parents and teachers, demystifying paradigms and combating misinformation. Making use of a range of interactive activities, the website presents short courses and curiosities, with different themes that comprise the several aspects of the beneficial applications of nuclear science. The intention of the many interactive activities is to encourage research and to enhance learning opportunities through a self-learning universe where the target public is introduced to the basic concepts of nuclear physics, such as nuclides and isotopes, atomic interactions, radioactive decay, biological effects of radiation, nuclear fusion, nuclear fission, nuclear reactors, nuclear medicine, radioactive dating methods and natural occurring radiation, among other ideas and concepts in nuclear physics. Democratization of scientific education can inspire new thoughts, stimulate development and encourage scientific and technological researches.

Literature information in PubChem: associations between PubChem records and scientific articles.

Science.gov (United States)

Kim, Sunghwan; Thiessen, Paul A; Cheng, Tiejun; Yu, Bo; Shoemaker, Benjamin A; Wang, Jiyao; Bolton, Evan E; Wang, Yanli; Bryant, Stephen H

2016-01-01

PubChem is an open archive consisting of a set of three primary public databases (BioAssay, Compound, and Substance). It contains information on a broad range of chemical entities, including small molecules, lipids, carbohydrates, and (chemically modified) amino acid and nucleic acid sequences (including siRNA and miRNA). Currently (as of Nov. 2015), PubChem contains more than 150 million depositor-provided chemical substance descriptions, 60 million unique chemical structures, and 225 million biological activity test results provided from over 1 million biological assay records. Many PubChem records (substances, compounds, and assays) include depositor-provided cross-references to scientific articles in PubMed. Some PubChem contributors provide bioactivity data extracted from scientific articles. Literature-derived bioactivity data complement high-throughput screening (HTS) data from the concluded NIH Molecular Libraries Program and other HTS projects. Some journals provide PubChem with information on chemicals that appear in their newly published articles, enabling concurrent publication of scientific articles in journals and associated data in public databases. In addition, PubChem links records to PubMed articles indexed with the Medical Subject Heading (MeSH) controlled vocabulary thesaurus. Literature information, both provided by depositors and derived from MeSH annotations, can be accessed using PubChem's web interfaces, enabling users to explore information available in literature related to PubChem records beyond typical web search results. Graphical abstractLiterature information for PubChem records is derived from various sources.

The role of risk perception and technical information in scientific debates over nuclear waste storage

International Nuclear Information System (INIS)

Jenkins-Smith, Hank C.; Silva, Carol L.

1998-01-01

This article examines how members of the lay public factor risk perceptions, trust and technical information from differing scientific sources into policy judgements about potentially hazardous facilities. Focusing on radwaste storage repositories, we examine how members of the public filter new information about potential hazards through risk perceptions, and adjust their own beliefs about risks in light of that information. Scientists play a large (and increasing) role in public policy debates concerning nuclear waste issues, in which public perceptions of human health and environmental risks often differ substantially from scientific consensus about those risks. Public concerns and uncertainties are compounded when scientists from competing groups (government agencies, scientific institutions, industries, and interest groups) make different claims about the likely health and environmental consequences of different policy options. We show the processes by which the public receive and process scientific information about nuclear waste management risks using data taken from interviews with 1800 randomly selected individuals (1200 in New Mexico, and 600 nationwide). Among the more important findings are: (1) members of the public are able to make quite reasonable estimates about what kinds of positions on the risks of nuclear waste disposal will be taken by scientists from differing organizations (e.g. scientists from environmental groups, government agencies, or the nuclear industry); (2) in assessing the credibility of scientific claims, members of the public place great emphasis on the independence of the scientists from those who fund the research; and (3) prior expectations about the positions (or expected biases) of scientists from different organizations substantially affects the ways in which members of the public weigh (and utilize) information that comes from these scientists

LEARNING MATERIALS SELECTION FOR DIFFERENTIATED INSTRUCTION OF ENGLISH FOR SPECIFIC PURPOSES OF FUTURE PROFESSIONALS IN THE FIELD OF INFORMATION TECHNOLOGY

Directory of Open Access Journals (Sweden)

Oksana Synekop

2017-09-01

Full Text Available In conditions of differentiation the learning materials selection will optimize the training English for Specific Purposes of the future professionals in the field of information technology at university level. The purpose of the article is to define the basic unit of learning material, the factors of influence on the learning material selection, principles, criteria and the procedure of learning material selection in this paper. Reviewing the scientific achievements in the learning material selection in teaching English has become a basis for defining the factors of influence, principles and criteria in the research. The basic unit of learning material (learning English text for professional purposes is outlined. The factors of influence and principles (correspondence of learning materials to professional interests and needs of information technology students; necessary ability and accessibility; regarding the linguistic and stylistic necessity and sufficiency; availability of Internet sources information of the learning material selection are defined. Also, the qualitative criteria (authenticity; professional significance, relevance and informativeness; conformity of foreign language level and intellectual development of students; variety of genres and forms of speech, their sufficient filling by linguistic material; coherence, integrity, consistency, semantic completeness; topic conformity; situation conformity; unlimited access, reliability and exemplarity of Internet sources and the quantitative criteria (the amount of material of the learning material selection are highlighted. The process of English for Specific Purposes material selection (defining the disciplines of different cycles; defining spheres and related topics; outlining situations, communicative roles and intentions of professional communication; specifying the sources of selection; evaluating the texts; analysis of the knowledge, skills and sub-skills required for the

Scientific support, soil information and education provided by the Austrian Soil Science Society

Science.gov (United States)

Huber, Sigbert; Baumgarten, Andreas; Birli, Barbara; Englisch, Michael; Tulipan, Monika; Zechmeister-Boltenstern, Sophie

2015-04-01

The Austrian Soil Science Society (ASSS), founded in 1954, is a non-profit organisation aiming at furthering all branches of soil science in Austria. The ASSS provides information on the current state of soil research in Austria and abroad. It organizes annual conferences for scientists from soil and related sciences to exchange their recent studies and offers a journal for scientific publications. Annually, ASSS awards the Kubiena Research Prize for excellent scientific studies provided by young scientists. In order to conserve and improve soil science in the field, excursions are organized, also in cooperation with other scientific organisations. Due to well-established contacts with soil scientists and soil science societies in many countries, the ASSS is able to provide its members with information about the most recent developments in the field of soil science. This contributes to a broadening of the current scientific knowledge on soils. The ASSS also co-operates in the organisation of excursions and meetings with neighbouring countries. Several members of the ASSS teach soil science at various Austrian universities. More detail on said conferences, excursions, publications and awards will be given in the presentation. Beside its own scientific journal, published once or twice a year, and special editions such as guidebooks for soil classification, the ASSS runs a website providing information on the Society, its activities, meetings, publications, awards and projects. Together with the Environment Agency Austria the ASSS runs a soil platform on the internet. It is accessible for the public and thus informs society about soil issues. This platform offers a calendar with national and international soil events, contacts of soil related organisations and networks, information on national projects and publications. The society has access to products, information material and information on educational courses. Last but not least information on specific soil

Scientific field training for human planetary exploration

Science.gov (United States)

Lim, D. S. S.; Warman, G. L.; Gernhardt, M. L.; McKay, C. P.; Fong, T.; Marinova, M. M.; Davila, A. F.; Andersen, D.; Brady, A. L.; Cardman, Z.; Cowie, B.; Delaney, M. D.; Fairén, A. G.; Forrest, A. L.; Heaton, J.; Laval, B. E.; Arnold, R.; Nuytten, P.; Osinski, G.; Reay, M.; Reid, D.; Schulze-Makuch, D.; Shepard, R.; Slater, G. F.; Williams, D.

2010-05-01

Forthcoming human planetary exploration will require increased scientific return (both in real time and post-mission), longer surface stays, greater geographical coverage, longer and more frequent EVAs, and more operational complexities than during the Apollo missions. As such, there is a need to shift the nature of astronauts' scientific capabilities to something akin to an experienced terrestrial field scientist. To achieve this aim, the authors present a case that astronaut training should include an Apollo-style curriculum based on traditional field school experiences, as well as full immersion in field science programs. Herein we propose four Learning Design Principles (LDPs) focused on optimizing astronaut learning in field science settings. The LDPs are as follows: LDP#1: Provide multiple experiences: varied field science activities will hone astronauts' abilities to adapt to novel scientific opportunities LDP#2: Focus on the learner: fostering intrinsic motivation will orient astronauts towards continuous informal learning and a quest for mastery LDP#3: Provide a relevant experience - the field site: field sites that share features with future planetary missions will increase the likelihood that astronauts will successfully transfer learning LDP#4: Provide a social learning experience - the field science team and their activities: ensuring the field team includes members of varying levels of experience engaged in opportunities for discourse and joint problem solving will facilitate astronauts' abilities to think and perform like a field scientist. The proposed training program focuses on the intellectual and technical aspects of field science, as well as the cognitive manner in which field scientists experience, observe and synthesize their environment. The goal of the latter is to help astronauts develop the thought patterns and mechanics of an effective field scientist, thereby providing a broader base of experience and expertise than could be achieved

Workplace Learning - How We Keep Track of Relevant Information

OpenAIRE

Bischoff, Kerstin; Herder, Eelco; Nejdl, Wolfgang

2007-01-01

At the workplace, learning is often a by-product of working on complex projects, requiring self-steered, need-driven and goal-oriented retrieval of information just in time from documents or peers. The personal desktop provides one rich source for learning material and for adaptation of learning resources. Data within that personal information space enables learning from previous experience, sharing tacit and explicit knowledge, and allows for establishing context and context-aware delivery o...

Authentic scientific data collection in support of an integrative model-based class: A framework for student engagement in the classroom

Science.gov (United States)

Sorensen, A. E.; Dauer, J. M.; Corral, L.; Fontaine, J. J.

2017-12-01

A core component of public scientific literacy, and thereby informed decision-making, is the ability of individuals to reason about complex systems. In response to students having difficulty learning about complex systems, educational research suggests that conceptual representations, or mental models, may help orient student thinking. Mental models provide a framework to support students in organizing and developing ideas. The PMC-2E model is a productive tool in teaching ideas of modeling complex systems in the classroom because the conceptual representation framework allows for self-directed learning where students can externalize systems thinking. Beyond mental models, recent work emphasizes the importance of facilitating integration of authentic science into the formal classroom. To align these ideas, a university class was developed around the theme of carnivore ecology, founded on PMC-2E framework and authentic scientific data collection. Students were asked to develop a protocol, collect, and analyze data around a scientific question in partnership with a scientist, and then use data to inform their own learning about the system through the mental model process. We identified two beneficial outcomes (1) scientific data is collected to address real scientific questions at a larger scale and (2) positive outcomes for student learning and views of science. After participating in the class, students report enjoying class structure, increased support for public understanding of science, and shifts in nature of science and interest in pursuing science metrics on post-assessments. Further work is ongoing investigating the linkages between engaging in authentic scientific practices that inform student mental models, and how it might promote students' systems-thinking skills, implications for student views of nature of science, and development of student epistemic practices.

POSSIBILITIES FOR INNOVATIVE SCIENTIFIC APPROACH: INFORMATION VISUALIZATION AND EXPERIMENT IN INTELLIGENCE RESEARCH

Directory of Open Access Journals (Sweden)

Dejan Ulcej

2013-09-01

Full Text Available In addition to universal social changes, the information revolution also brought a lot of innovation to the workings of intelligence services, which are traditionally the part of the national security system that is conducting data analyses and for which information is the primary product. If in the past the main problem and challenge has been the timely acquisition of data, today most agencies are faced with an entirely different problem - information overload. This problem is being tackled by technical as well as systemic measures that combine various types of intelligence work. However, there are still unanswered questions regarding the applicability of intelligence products for decision makers. Here we have to point out information visualization as the subject of an interdisciplinary scientific research that definitely shows a lot of potential in the context of the defense science as well. This article points out three key requirements that allow the application of information visualization to defense research: (1 the concept of the intelligence cycle can be used as a good basis for the information that is subject to visualization; (2 the quality of decision-making support information depends on proper visualization; (3 the first two requirements offer a stable theoretical and empirical basis for the introduction of innovative scientific methods in the field of defense science, such as experiments.

Information Literacy (IL) learning experiences: A literature review ...

African Journals Online (AJOL)

This paper is a review of extant literature on information literacy. The study reports literature on IL learning experiences in institutions across the globe. It also discusses the spectrum of literacy to give information literacy a context. Furthermore, the paper presents an overview of IL learning initiatives in academic ...

Exploring informal workplace learning in primary healthcare for continuous professional development.

Science.gov (United States)

Joynes, Viktoria; Kerr, Micky; Treasure-Jones, Tamsin

2017-07-01

All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes. Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities. Triggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others' professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures. Informal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators.

Scientific evaluation of an intra-curricular educational kit to foster inquiry-based learning (IBL)

Science.gov (United States)

Debaes, Nathalie; Cords, Nina; Prasad, Amrita; Fischer, Robert; Euler, Manfred; Thienpont, Hugo

2014-07-01

Society becomes increasingly dependent on photonics technologies; however there is an alarming lack of technological awareness among secondary school students. They associate photonics with experiments and components in the class room that seem to bear little relevance to their daily life. The Rocard Report [5] highlights the need for fostering students' scientific skills and technological awareness and identifies inquiry based learning (IBL) as a means to achieve this. Students need to actively do science rather than be silent spectators. The `Photonics Explorer' kit was developed as an EU funded project to equip teachers, free-of-charge, with educational material designed to excite, engage and educate European secondary school students using guided inquiry based learning techniques. Students put together their own experiments using up-to-date versatile components, critically interpret results and relate the conclusions to relevant applications in their daily life. They work hands-on with the material, thus developing and honing their scientific and analytical skills that are otherwise latent in a typical class room situation. A qualitative and quantitative study of the impact of the kit in the classroom was undertaken with 50 kits tested in 7 EU countries with over 1500 students in the local language. This paper reports on the results of the EU wide field tests that show the positive impact of the kit in raising the self-efficacy, scientific skills and interest in science among students and the effectiveness of the kit in implementing IBL strategies in classrooms across EU.

A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue

Science.gov (United States)

Chang, Hsin-Yi; Hsu, Ying-Shao; Wu, Hsin-Kai

2016-01-01

We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45…

SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Sri Ratnaningsih

2017-12-01

Full Text Available The research is aimed at investigating the teachers implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning, the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.

Can Weblogs and Microblogs Change Traditional Scientific Writing?

Directory of Open Access Journals (Sweden)

Hermann Maurer

2009-11-01

Full Text Available This paper describes a follow-up Web 2.0 approach to a technology enhanced master course for students of Graz University of Technology. The lecture “Social Aspects of Information Technology” has a long tradition for using new didactical scenarios as well as modern e-Learning technologies. After using a blogosphere one year ago, this year microblog channels helped to expand the traditional lecture. Students choose (on a voluntary basis whether they want to participate in a blogging/microblogging group instead of using conventional methods called Scientific Writer/Scientific Reviewer. This study addresses the question whether this method can change the learning outcome into a more reflective one. Furthermore, peer-reviewing groups judge the quality of essays and blog contributions. In this paper we examine if microblogging can be an appropriate technology for assisting the process. This publication comes to the conclusion that an amazing potential and a new way to work with information is opened when using microblogging. Students seem to be more engaged, reflective and critical in as much as they presented much more personal statements and opinions than years before.

Learning from others mistakes: how social media etiquette distorts informal learning online.

OpenAIRE

Osborne, Nicola

2014-01-01

Informal learning and information exchange form an important part of interactions between professionals in social media spaces but these spaces also trigger complex performances of self (Goffman 1959, Barbour and Marshall 2012). This paper, drawing upon research investigating the nature and efficacy of collaborative learning between professional participants within social media spaces, expands upon key findings on the roles of self-presentation, and emerging etiquette practices around peer co...

Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science

Science.gov (United States)

Ash, Doris

2004-11-01

In this paper I focus on the transition from everyday to scientific ways of reasoning, and on the intertwined roles of meaning-making dialogue and science content as they contribute to scientific literacy. I refer to views of science, and how scientific understanding is advanced dialogically, by Hurd (Science Education, 1998, 82, 402-416), Brown (The Journal of Learning Sciences, 1992, 2(2), 141-178), Bruner (Acts of Meaning, Cambridge, MA: Harvard University Press, 1990), Roth (In J. Brophy (Ed.), Social Constructivist Teaching: Affordances and Constraints (Advances in Research on Teaching Series, Vol. 9), New York: Elsevier/JAI, 2003), and Wells (Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education, New York: Cambridge University Press, 1999). I argue that family collaborative dialogues in nonschool settings can be the foundations for scientific ways of thinking. I focus on the particular reflective family dialogues at the Monterey Bay Aquarium, when family members remembered and synthesized essential biological themes, centering on adaptation, from one visit to the next, in both Spanish and English. My approach is informed by sociocultural theory, with emphasis on the negotiations of meaning in the zone of proximal development (Vygotsky, 1978), as learners engage in joint productive activity (Tharp & Gallimore, Rousing Minds to Life: Teaching, Learning and Schooling in Social Context, New York: Cambridge University Press, 1988). Over the past decades, researchers have discovered that observing social activity, conversation, and meaning-making in informal settings (Crowley & Callanan, 1997; Guberman, 2002; Rogoff, 2001; Vasquez, Pease-Alvarez, & Shannon, Pushing Boundaries: Language and Culture in a Mexicano Community, New York: Cambridge University Press, 1994) has much to teach us regarding learning in general. To date there has been little research with Spanish-speaking families in informal learning settings and virtually none that

Temporal maps and informativeness in associative learning.

Science.gov (United States)

Balsam, Peter D; Gallistel, C Randy

2009-02-01

Neurobiological research on learning assumes that temporal contiguity is essential for association formation, but what constitutes temporal contiguity has never been specified. We review evidence that learning depends, instead, on learning a temporal map. Temporal relations between events are encoded even from single experiences. The speed with which an anticipatory response emerges is proportional to the informativeness of the encoded relation between a predictive stimulus or event and the event it predicts. This principle yields a quantitative account of the heretofore undefined, but theoretically crucial, concept of temporal pairing, an account in quantitative accord with surprising experimental findings. The same principle explains the basic results in the cue competition literature, which motivated the Rescorla-Wagner model and most other contemporary models of associative learning. The essential feature of a memory mechanism in this account is its ability to encode quantitative information.

Informal Learning and Values

Science.gov (United States)

Mans, Minette

2009-01-01

In her book title "Music, Informal Learning and the School," Lucy Green has ineluctably taken teachers to a place where potentially, students can really participate in an interactive pedagogy where student-centeredness is applied in its full sense. For this reason, the author found the potential contribution of the book to music education…

Developing resident learning profiles: Do scientific evidence epistemology beliefs, EBM self-efficacy beliefs and EBM skills matter?

Science.gov (United States)

Robert, Nancy J.

This study investigated resident scientific evidence epistemology beliefs, evidence based medicine (EBM) self-efficacy beliefs, and EBM skills. A convenience sample of fifty-one residents located in six U.S. based residency programs completed an online instrument. Hofer's epistemology survey questionnaire was modified to test responses based on four types of scientific evidence encountered in medical practice (Clinical Trial Phase 1, Clinical Trial Phase 3, Meta-analysis and Qualitative). It was hypothesized that epistemology beliefs would differ based on the type of scientific evidence considered. A principal components analysis produced a two factor solution that was significant across type of scientific evidence suggesting that when evaluating epistemology beliefs context does matter. Factor 1 is related to the certainty of research methods and the certainty of medical conclusions and factor 2 denotes medical justification. For each type of scientific evidence, both factors differed on questions comprising the factor structure with significant differences found for the factor 1 and 2 questions. A justification belief case problem using checklist format was triangulated with the survey results, and as predicted the survey and checklist justification z scores indicated no significant differences, and two new justification themes emerged. Modified versions of Finney and Schraw's statistical self-efficacy and skill instruments produced expected significant EBM score correlations with unexpected results indicating that the number of EBM and statistics courses are not significant for EBM self-efficacy and skill scores. The study results were applied to the construction of a learning profile that provided residents belief and skill feedback specific to individual learning needs. The learning profile design incorporated core values related to 'Believer' populations that focus on art, harmony, tact and diplomacy. Future research recommendations include testing context

Preschoolers prefer to learn causal information

Directory of Open Access Journals (Sweden)

Aubry eAlvarez

2015-02-01

Full Text Available Young children, in general, appear to have a strong drive to explore the environment in ways that reveal its underlying causal structure. But are they really attuned specifically to casual information in this quest for understanding, or do they show equal interest in other types of non-obvious information about the world? To answer this question, we introduced 20 three-year-old children to two puppets who were anxious to tell the child about a set of novel artifacts and animals. One puppet consistently described causal properties of the items while the other puppet consistently described carefully matched non-causal properties of the same items. After a familiarization period in which children learned which type of information to expect from each informant, children were given the opportunity to choose which they wanted to hear describe each of eight pictured test items. On average, children chose to hear from the informant that provided causal descriptions on 72% of the trials. This preference for causal information has important implications for explaining the role of conceptual information in supporting early learning and may suggest means for maximizing interest and motivation in young children.

Using cooperative learning for a drug information assignment.

Science.gov (United States)

Earl, Grace L

2009-11-12

To implement a cooperative learning activity to engage students in analyzing tertiary drug information resources in a literature evaluation course. The class was divided into 4 sections to form expert groups and each group researched a different set of references using the jigsaw technique. Each member of each expert group was reassigned to a jigsaw group so that each new group was composed of 4 students from 4 different expert groups. The jigsaw groups met to discuss search strategies and rate the usefulness of the references. In addition to group-based learning, teaching methods included students' writing an independent research paper to enhance their abilities to search and analyze drug information resources. The assignment and final course grades improved after implementation of the activity. Students agreed that class discussions were a useful learning experience and 75% (77/102) said they would use the drug information references for other courses. The jigsaw technique was successful in engaging students in cooperative learning to improve critical thinking skills regarding drug information.

Formal to Informal Learning with IT: Research Challenges and Issues for E-Learning

Science.gov (United States)

Cox, M.J.

2013-01-01

For the purpose of clarity and consistency, the term e-learning is used throughout the paper to refer to technology-enhanced learning and information technology (IT) in teaching and learning. IT depicts computing and other IT resources. Research into e-learning has changed in focus and breadth over the last four decades as a consequence of…

Efficacy-Information for Implementing Learning in Construction

Science.gov (United States)

Nesan, L. Jawahar

2004-01-01

This paper, while emphasizing the linkage between the concepts of "empowerment" and "learning", argues that empowerment provides the most appropriate base to effectively implement learning in construction organizations. It is argued that "efficacy-information", being a derivative of empowerment, helps influence…

Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course

Energy Technology Data Exchange (ETDEWEB)

Koffman, Bess G. [School of Earth and Climate Sciences, 5790 Bryand Global Sciences Center, University of Maine, Orono, Maine 04469, USA; Department of Earth Sciences, 6105 Sherman Fairchild Hall, Dartmouth College, Hanover, New Hampshire 03755, USA; Kreutz, Karl J. [School of Earth and Climate Sciences, 5790 Bryand Global Sciences Center, University of Maine, Orono, Maine 04469, USA; Climate Change Institute, 300 Bryand Global Sciences Center, University of Maine, Orono, Maine 04469, USA; Trenbath, Kim [Maine Center for Research in STEM Education, 5727 Estabrooke Hall, University of Maine, Orono, Maine, 04469, USA; National Renewable Energy Laboratory, 15013 Denver West Parkway, Golden, Colorado 80401, USA

2017-08-01

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a hypothesis; and construction of an argument. Students submit and receive feedback on two drafts of two different argumentation essays, providing the opportunity for guided practice. Each written argument is intended to draw on several weeks' course material, including short lectures, discussions, readings, and problem sets. Thus our aim with these writing assignments is to help students synthesize content and concepts, deepening their learning. We have found that this inquiry-based approach to writing engages students in course material, and significantly improves both writing and learning. We observed the greatest improvement among students with the lowest initial scores, suggesting that lower-achieving students benefitted disproportionately from this approach. Students have responded positively to the use of writing in the course, many stating on course evaluations that this is the first time they have received instruction in scientific writing. They have also pointed to a greater 'big-picture' understanding of the course gained through writing. We describe the course and our curriculum, and provide suggestions for implementation as well as rubrics used to evaluate problem sets and student argumentation essays.

Using Facebook as an informal learning environment.

Science.gov (United States)

Cain, Jeff; Policastri, Anne

2011-12-15

To create, implement, and assess the effectiveness of an optional Facebook activity intended to expose students to contemporary business issues not covered in the core content of a pharmacy management and leadership course and to perspectives of experts and thought leaders external to their university. An informal learning strategy was used to create a Facebook group page and guest experts were identified and invited to submit posts pertaining to business-related topics. Students were given instructions for joining the Facebook group but informed that participation was optional. A mixed-methods approach using a student questionnaire, results on examination questions, and a student focus group was used to assess this activity. The informal design with no posting guidelines and no participation requirement was well received by students, who appreciated the unique learning environment and exposure to external experts. Facebook provides an informal learning environment for presenting contemporary topics and the thoughts of guest experts not affiliated with a college or school, thereby exposing students to relevant "real world" issues.

Novel Scientific Visualization Interfaces for Interactive Information Visualization and Sharing

Science.gov (United States)

Demir, I.; Krajewski, W. F.

2012-12-01

As geoscientists are confronted with increasingly massive datasets from environmental observations to simulations, one of the biggest challenges is having the right tools to gain scientific insight from the data and communicate the understanding to stakeholders. Recent developments in web technologies make it easy to manage, visualize and share large data sets with general public. Novel visualization techniques and dynamic user interfaces allow users to interact with data, and modify the parameters to create custom views of the data to gain insight from simulations and environmental observations. This requires developing new data models and intelligent knowledge discovery techniques to explore and extract information from complex computational simulations or large data repositories. Scientific visualization will be an increasingly important component to build comprehensive environmental information platforms. This presentation provides an overview of the trends and challenges in the field of scientific visualization, and demonstrates information visualization and communication tools in the Iowa Flood Information System (IFIS), developed within the light of these challenges. The IFIS is a web-based platform developed by the Iowa Flood Center (IFC) to provide access to and visualization of flood inundation maps, real-time flood conditions, flood forecasts both short-term and seasonal, and other flood-related data for communities in Iowa. The key element of the system's architecture is the notion of community. Locations of the communities, those near streams and rivers, define basin boundaries. The IFIS provides community-centric watershed and river characteristics, weather (rainfall) conditions, and streamflow data and visualization tools. Interactive interfaces allow access to inundation maps for different stage and return period values, and flooding scenarios with contributions from multiple rivers. Real-time and historical data of water levels, gauge heights, and

Changes in the value chain of scientific information: economic consequences for academic institutions

NARCIS (Netherlands)

Roosendaal, Hans E.; Huibers, Theo W.C.; Geurts, Petrus A.T.M.; van der Vet, P.E.

2003-01-01

The economic impact of information and communication technology (ICT) on the academic library and on the academic institution are discussed in terms of changes in the value chain of scientific information induced by the use of ICT. Argues that ICT is a very strong engine for change as it has the

Instrumentation for Scientific Computing in Neural Networks, Information Science, Artificial Intelligence, and Applied Mathematics.

Science.gov (United States)

1987-10-01

include Security Classification) Instrumentation for scientific computing in neural networks, information science, artificial intelligence, and...instrumentation grant to purchase equipment for support of research in neural networks, information science, artificail intellignece , and applied mathematics...in Neural Networks, Information Science, Artificial Intelligence, and Applied Mathematics Contract AFOSR 86-0282 Principal Investigator: Stephen

Use of scientific information database to pursue the policy in science and industry

International Nuclear Information System (INIS)

Vajkhet, I.

1984-01-01

Analysis methods of scientific and technical information are presented to determine regularities in scientific and technical development. As a rule, the studies are carried out using data base of patent literature. Three methods of are considered. The first one - analysis of data flow, when trends in technique, degree of the technique monopolyzation and its urgency are evaluated. The second one - lexical analysis, consisting in recording new terms and deviations in the number of terms with time. The third one - analysis of quatation networks, which leads to the establisment of author and subject groups, characterizing scientific and technical activity of the object observed, of a firm or subject area for instance

Hierarchical Rhetorical Sentence Categorization for Scientific Papers

Science.gov (United States)

Rachman, G. H.; Khodra, M. L.; Widyantoro, D. H.

2018-03-01

Important information in scientific papers can be composed of rhetorical sentences that is structured from certain categories. To get this information, text categorization should be conducted. Actually, some works in this task have been completed by employing word frequency, semantic similarity words, hierarchical classification, and the others. Therefore, this paper aims to present the rhetorical sentence categorization from scientific paper by employing TF-IDF and Word2Vec to capture word frequency and semantic similarity words and employing hierarchical classification. Every experiment is tested in two classifiers, namely Naïve Bayes and SVM Linear. This paper shows that hierarchical classifier is better than flat classifier employing either TF-IDF or Word2Vec, although it increases only almost 2% from 27.82% when using flat classifier until 29.61% when using hierarchical classifier. It shows also different learning model for child-category can be built by hierarchical classifier.

Serious Fun: Life-Deep Learning of Koi Hobbyists

Science.gov (United States)

Liu, Chi-Chang

2012-01-01

Hobby activities can be viewed through the lens of informal, free-choice learning. A wide range of hobbies combine fun and learning-intensive practices, and can contribute to scientific literacy. Hobby learning involves clear goal orientation, persistence and effort, and often results in more richly and strongly connected knowledge; traits highly…

Effects of Multimodal Information on Learning Performance and Judgment of Learning

Science.gov (United States)

Chen, Gongxiang; Fu, Xiaolan

2003-01-01

Two experiments were conducted to investigate the effects of multimodal information on learning performance and judgment of learning (JOL). Experiment 1 examined the effects of representation type (word-only versus word-plus-picture) and presentation channel (visual-only versus visual-plus-auditory) on recall and immediate-JOL in fixed-rate…

The Scientific Method and Scientific Inquiry: Tensions in Teaching and Learning

Science.gov (United States)

Tang, Xiaowei; Coffey, Janet E.; Elby, Andy; Levin, Daniel M.

2010-01-01

Typically, the scientific method in science classrooms takes the form of discrete, ordered steps meant to guide students' inquiry. In this paper, we examine how focusing on the scientific method as discrete steps affects students' inquiry and teachers' perceptions thereof. To do so, we study a ninth-grade environmental science class in which…

Gaming science: the “Gamification” of scientific thinking

Science.gov (United States)

Morris, Bradley J.; Croker, Steve; Zimmerman, Corinne; Gill, Devin; Romig, Connie

2013-01-01

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness. PMID:24058354

Experienced teachers' informal learning from classroom teaching

NARCIS (Netherlands)

Hoekstra, A.; Beijaard, D.; Brekelmans, M.; Korthagen, F.

2007-01-01

The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year,

76 FR 66307 - Scientific Information Request on Phototherapy for Treatment of Chronic Plaque Psoriasis

Science.gov (United States)

2011-10-26

... Information Request on Phototherapy for Treatment of Chronic Plaque Psoriasis AGENCY: Agency for Healthcare... manufacturers of Phototherapy medical devices for treatment of chronic plaque psoriasis. Scientific information... Systemic Agents and Phototherapy for Treatment of Chronic Plaque Psoriasis, which is currently being...

Informal and formal learning of general practitioners

NARCIS (Netherlands)

Spaan, Nadia Roos; Dekker, Anne R. J.; van der Velden, Alike W.; de Groot, Esther

2016-01-01

Purpose The purpose of this study is to understand the influence of formal learning from a web-based training and informal (workplace) learning afterwards on the behaviour of general practitioners (GPs) with respect to prescription of antibiotics. Design/methodology/approach To obtain insight in

Information theoretic learning Renyi's entropy and Kernel perspectives

CERN Document Server

Principe, Jose C

2010-01-01

This book presents the first cohesive treatment of Information Theoretic Learning (ITL) algorithms to adapt linear or nonlinear learning machines both in supervised or unsupervised paradigms. ITL is a framework where the conventional concepts of second order statistics (covariance, L2 distances, correlation functions) are substituted by scalars and functions with information theoretic underpinnings, respectively entropy, mutual information and correntropy. ITL quantifies the stochastic structure of the data beyond second order statistics for improved performance without using full-blown Bayesi

Community Based Learning and Civic Engagement: Informal Learning among Adult Volunteers in Community Organizations

Science.gov (United States)

Mundel, Karsten; Schugurensky, Daniel

2008-01-01

Many iterations of community based learning employ models, such as consciousness raising groups, cultural circles, and participatory action research. In all of them, learning is a deliberate part of an explicit educational activity. This article explores another realm of community learning: the informal learning that results from volunteering in…

Information model for management and preservation of scientific digital memory of the Institute of Nuclear Engineering, Brazil

International Nuclear Information System (INIS)

Sales, Luana Farias; Sayao, Luis Fernando

2013-01-01

In the context of the data-oriented science (eScience), a considerable part of the results of research activities has been created in digital formats. This means that the memory of the scientific institutions involved in this new scientific paradigm may be at risk of being lost by rapid technological obsolescence, the known fragility of digital media and also by the fragmentation of information and knowledge scattered across multiples repositories. Thus, management of research data in a digital networked and distributed environment becomes an increasing challenge for the research world and the whole area of information: information science, librarianship, knowledge management, archival science and information technology; moreover, in the dynamic environment featuring eScience, there is a need for novel concepts of documents establishing a linkage between traditional documents - printed or digital - stored in repositories, with the data sets stored in data repositories. In this new research environment, an important issue is how to preserve these new complex documents so that they maintain their structure, meaning and authenticity and also its ability to be retrieved, accessed and reused through time and space. In this sense, this paper proposes an information model focused on the curation of scientific memory of the Institute of Nuclear Engineering of the Brazilian Commission of Nuclear Energy (CNEN/IEN). The model considers the traditional scientific documents (theses, articles, books, etc.) in digital formats and all other relevant data and information related to them, such as: scientific data, software, simulations, photos, videos, historical facts, news, etc., compounding an enhanced publication type oriented to the nuclear area. (author)

Information model for management and preservation of scientific digital memory of the Institute of Nuclear Engineering, Brazil

Energy Technology Data Exchange (ETDEWEB)

Sales, Luana Farias, E-mail: lsales@ien.gov.br [Instituto de Engenharia Nuclear (IEN/CNEN-RJ), Rio de Janeiro, RJ (Brazil); Sayao, Luis Fernando, E-mail: isayao@cnen.gov.br [Centro de Informacoes Nucleares (CIN/CNEN-RJ), Rio de Janeiro, RJ (Brazil)

2013-07-01

In the context of the data-oriented science (eScience), a considerable part of the results of research activities has been created in digital formats. This means that the memory of the scientific institutions involved in this new scientific paradigm may be at risk of being lost by rapid technological obsolescence, the known fragility of digital media and also by the fragmentation of information and knowledge scattered across multiples repositories. Thus, management of research data in a digital networked and distributed environment becomes an increasing challenge for the research world and the whole area of information: information science, librarianship, knowledge management, archival science and information technology; moreover, in the dynamic environment featuring eScience, there is a need for novel concepts of documents establishing a linkage between traditional documents - printed or digital - stored in repositories, with the data sets stored in data repositories. In this new research environment, an important issue is how to preserve these new complex documents so that they maintain their structure, meaning and authenticity and also its ability to be retrieved, accessed and reused through time and space. In this sense, this paper proposes an information model focused on the curation of scientific memory of the Institute of Nuclear Engineering of the Brazilian Commission of Nuclear Energy (CNEN/IEN). The model considers the traditional scientific documents (theses, articles, books, etc.) in digital formats and all other relevant data and information related to them, such as: scientific data, software, simulations, photos, videos, historical facts, news, etc., compounding an enhanced publication type oriented to the nuclear area. (author)

Information from imagery: ISPRS scientific vision and research agenda

Science.gov (United States)

Chen, Jun; Dowman, Ian; Li, Songnian; Li, Zhilin; Madden, Marguerite; Mills, Jon; Paparoditis, Nicolas; Rottensteiner, Franz; Sester, Monika; Toth, Charles; Trinder, John; Heipke, Christian

2016-05-01

With the increased availability of very high-resolution satellite imagery, terrain based imaging and participatory sensing, inexpensive platforms, and advanced information and communication technologies, the application of imagery is now ubiquitous, playing an important role in many aspects of life and work today. As a leading organisation in this field, the International Society for Photogrammetry and Remote Sensing (ISPRS) has been devoted to effectively and efficiently obtaining and utilising information from imagery since its foundation in the year 1910. This paper examines the significant challenges currently facing ISPRS and its communities, such as providing high-quality information, enabling advanced geospatial computing, and supporting collaborative problem solving. The state-of-the-art in ISPRS related research and development is reviewed and the trends and topics for future work are identified. By providing an overarching scientific vision and research agenda, we hope to call on and mobilise all ISPRS scientists, practitioners and other stakeholders to continue improving our understanding and capacity on information from imagery and to deliver advanced geospatial knowledge that enables humankind to better deal with the challenges ahead, posed for example by global change, ubiquitous sensing, and a demand for real-time information generation.

Fusing the boundaries between home and child care to support children's scientific learning

Science.gov (United States)

Fleer, Marilyn

1996-06-01

Parent involvement in early childhood education is highly valued by staff and families alike. However, limited research is available to guide professionals in how best to involve families in the early childhood programs developed for their children. This article reports on a study which investigated the impact of a science teaching and learning program on families of children attending an Australian Child Care Centre. Particular reference is made to the level of scientific support families gave to their children.

A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear

OpenAIRE

Reynolds, Gemma; Wasely, David; Dunne, Guler; Askew, Chris

2017-01-01

Research with children has demonstrated that both positive vicarious learning (modelling) and positive verbal information can reduce children’s acquired fear responses for a particular stimulus. However, this fear reduction appears to be more effective when the intervention pathway matches the initial fear learning pathway. That is, positive verbal information is a more effective intervention than positive modelling when fear is originally acquired via negative verbal information. Research ha...

STEM LEARNING IN MATERIAL OF TEMPERATURE AND ITS CHANGE TO IMPROVE SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL

OpenAIRE

N. Khaeroningtyas; A. Permanasari; I. Hamidah

2016-01-01

This research aims to determine the improvement of students’ scientific literacy after STEM (Science, Technology, Engineering, and Mathematics) learning using 6E Learning by DesignTM Model on temperature and its changes material. The research was conducted in SMP Negeri (State Junior High School) 1 Bumiayu in the academic year 2015/2016. The method used was quasi-experimental design with The Matching Only - pretest posttest control group design. This study used two group of experiment group o...

The Impact of National Culture on Informal Learning in the Workplace

Science.gov (United States)

Kim, Sehoon; McLean, Gary N.

2014-01-01

The purpose of this article was to identify how differing cultural factors affect informal learning in the workplace. We have introduced concepts and reviewed studies on informal learning and national culture based on an extensive literature review on the factors influencing informal learning, particularly based on five Hofstede's dimensions of…

SBME : Exploring boundaries between formal, non-formal, and informal learning

OpenAIRE

Shahoumian, Armineh; Parchoma, Gale; Saunders, Murray; Hanson, Jacky; Dickinson, Mike; Pimblett, Mark

2013-01-01

In medical education learning extends beyond university settings into practice. Non-formal and informal learning support learners’ efforts to meet externally set and learner-identified objectives. In SBME research, boundaries between formal, non-formal, and informal learning have not been widely explored. Whether SBME fits within or challenges these categories can make a contribution. Formal learning is described in relation to educational settings, planning, assessment, and accreditation. In...

INSPIRE: a new scientific information system for HEP

CERN Document Server

Ivanov, R; CERN. Geneva. IT Department

2010-01-01

The status of high-energy physics (HEP) information systems has been jointly analyzed by the libraries of CERN, DESY, Fermilab and SLAC. As a result, the four laboratories have started the INSPIRE project – a new platform built by moving the successful SPIRES features and content, curated at DESY, Fermilab and SLAC, into the open-source CDS Invenio digital library software that was developed at CERN. INSPIRE will integrate current acquisition workflows and databases to host the entire body of the HEP literature (about one million records), aiming to become the reference HEP scientific information platform worldwide. It will provide users with fast access to full text journal articles and preprints, but also material such as conference slides and multimedia. INSPIRE will empower scientists with new tools to discover and access the results most relevant to their research, enable novel text- and data-mining applications, and deploy new metrics to assess the impact of articles and authors. In addition, it will ...

INSPIRE: a new scientific information system for HEP

CERN Multimedia

Ivanov, R

2009-01-01

The status of high-energy physics (HEP) information systems has been jointly analyzed by the libraries of CERN, DESY, Fermilab and SLAC. As a result, the four laboratories have started the INSPIRE project – a new platform built by moving the successful SPIRES features and content, curated at DESY, Fermilab and SLAC, into the open-source CDS Invenio digital library software that was developed at CERN. INSPIRE will integrate present acquisition workflows and databases to host the entire body of the HEP literature (about one million records), aiming to become the reference HEP scientific information platform worldwide. It will provide users with fast access to full-text journal articles and preprints, but also material such as conference slides and multimedia. INSPIRE will empower scientists with new tools to discover and access the results most relevant to their research, enable novel text- and data-mining applications, and deploy new metrics to assess the impact of articles and authors. In addition, it will ...

Scientific and technical information as a source for IAEA safeguards state evaluation

Energy Technology Data Exchange (ETDEWEB)

Barletta, M.; Feldman, Y.; Ferguson, M. [International Atomic Energy Agency, Vienna (Austria)

2014-07-01

The IAEA Department of Safeguards is continually working to refine its methodologies and procedures for the analysis of information relevant to the evaluation of the nuclear fuel cycle in States that have safeguards agreements with the IAEA. This analysis is required to achieve an understanding of States' nuclear-related activities against which a State's declarations are evaluated for correctness as well as completeness, and to provide credible assurances on the peaceful uses of nuclear material in the State. To achieve this end, diversification of sources and comparison for consistency among available information is essential to ensure an accurate assessment of a State's nuclear activities. Open sources of information on scientific and technical (S&T) developments and research provide the Department of Safeguards with an enhanced basis to evaluate the technical capabilities of States. These information sources are regularly and systematically assessed to provide information about industrial capabilities, patenting activities and research and development activities in States as reflected through published scientific and technical literature. Using such sources, in addition to other, long-established safeguards information sources, helps the IAEA to draw soundly-based safeguards conclusions. The utility of this category of information in terms of the State evaluation process lies primarily in the comparison with other sources of information, especially State-declared information, and in the assessment of consistency of all safeguards-relevant information regarding nuclear fuel cycle technologies and activities in a State. The current paper aims to describe the use of S&T literature, how information from different sources is consolidated, how it is analysed and how it contributes in the overall process of State evaluation in the IAEA Department of Safeguards. (author)

Sensitive But Unclassified Information and Other Controls: Policy and Options for Scientific and Technical Information

Science.gov (United States)

2006-12-29

veterinary medicine , plant health, national security, biodefense, law enforcement, scientific publishing, and related fields. The NSABB also includes...leading edge of science. The three presidents of the National Academies [of Science, Engineering, and the Institute of Medicine ] opposed such controls...information to clone, counterfeit , or circumvent a process or system.209 CRS-49 210 Section 306(a) of P.L. 107-296 provides that “to the greatest extent

Historic Learning Approach for Auto-tuning OpenACC Accelerated Scientific Applications

KAUST Repository

Siddiqui, Shahzeb

2015-04-17

The performance optimization of scientific applications usually requires an in-depth knowledge of the hardware and software. A performance tuning mechanism is suggested to automatically tune OpenACC parameters to adapt to the execution environment on a given system. A historic learning based methodology is suggested to prune the parameter search space for a more efficient auto-tuning process. This approach is applied to tune the OpenACC gang and vector clauses for a better mapping of the compute kernels onto the underlying architecture. Our experiments show a significant performance improvement against the default compiler parameters and drastic reduction in tuning time compared to a brute force search-based approach.

ForistomApp a Web application for scientific and technological information management of Forsitom foundation

Science.gov (United States)

Saavedra-Duarte, L. A.; Angarita-Jerardino, A.; Ruiz, P. A.; Dulce-Moreno, H. J.; Vera-Rivera, F. H.; V-Niño, E. D.

2017-12-01

Information and Communication Technologies (ICT) are essential in the transfer of knowledge, and the Web tools, as part of ICT, are important for institutions seeking greater visibility of the products developed by their researchers. For this reason, we implemented an application that allows the information management of the FORISTOM Foundation (Foundation of Researchers in Science and Technology of Materials). The application shows a detailed description, not only of all its members also of all the scientific production that they carry out, such as technological developments, research projects, articles, presentations, among others. This application can be implemented by other entities committed to the scientific dissemination and transfer of technology and knowledge.

Addressing Information Literacy through Student-Centered Learning

Science.gov (United States)

Bond, Paul

2016-01-01

This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were…

Experienced Teachers' Informal Learning from Classroom Teaching

Science.gov (United States)

Hoekstra, Annemarieke; Beijaard, Douwe; Brekelmans, Mieke; Korthagen, Fred

2007-01-01

The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and…

Children's informal learning in the context of school of knowledge society

DEFF Research Database (Denmark)

Sørensen, Birgitte Holm; Danielsen, Oluf; Nielsen, Janni

2007-01-01

interactive media. The project shows that in children's spare-time use of ICT they employ informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These informal learning forms can be identified as learning hierarchies, learning communities...... and learning networks; they are important contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal forms of learning into the school context. This happens...... working with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the knowledge society, and thus of the future...

Stereoscopy in Astronomical Visualizations to Support Learning at Informal Education Settings

Science.gov (United States)

Price, Aaron; Lee, Hee-Sun

2015-08-01

Stereoscopy has been used in science education for 100 years. Recent innovations in low cost technology as well as trends in the entertainment industry have made stereoscopy popular among educators and audiences alike. However, experimental studies addressing whether stereoscopy actually impacts science learning are limited. Over the last decade, we have conducted a series of quasi-experimental and experimental studies on how children and adult visitors in science museums and planetariums learned about the structure and function of highly spatial scientific objects such as galaxies, supernova, etc. We present a synthesis of the results from these studies and implications for stereoscopic visualization development. The overall finding is that the impact of stereoscopy on perceptions of scientific objects is limited when presented as static imagery. However, when presented as full motion films, a significantly positive impact was detected. To conclude, we present a set of stereoscopic design principles that can help design astronomical stereoscopic films that support deep and effective learning. Our studies cover astronomical content such as the engineering of and imagery from the Mars rovers, artistic stereoscopic imagery of nebulae and a high-resolution stereoscopic film about how astronomers measure and model the structure of our galaxy.

Observation on the uses of Mobile Phones to Support Informal Learning

Directory of Open Access Journals (Sweden)

Mohd Azlishah Othman

2012-10-01

Full Text Available This paper explores how a group of undergraduate students in one of the university in South of Malaysian use their mobile phones to perform informal learning activities related to the content of their courses outside the classroom. The paper also addresses the usefulness of informal learning activities to support students’ learning. The study adopts an exploratory case study design and uses two methods of data collection including questionnaires and interviews. Main findings suggest that students performed informal learning activities mostly from office, home, interacting mainly with classmates. It also shows that students were in control of their informal learning activities without tutor or SMEs’ input. However, it was found that students used only a limited number of applications but these were considered useful to their learning. The paper contributes to a discussion of the implications of training and instructional support to help students to take more advantage of mobile phone applications to support informal learning. The conclusion is discussed about the further research in this domain.

Exploring the Effects of Communication Framed by Environmental Concern in Informal Science Education Contexts

Science.gov (United States)

Yocco, Victor S.

2010-01-01

Informal science education (ISE) venues such as zoos, nature centers, parks, and natural history museums play a critical role in allowing the general public to learn scientific concepts (National Research Council, 2009; 2010). Most adult learning of scientific concepts takes place outside of classrooms and away from work (Rennie and Williams,…

Integrating Web 2.0-Based Informal Learning with Workplace Training

Science.gov (United States)

Zhao, Fang; Kemp, Linzi J.

2012-01-01

Informal learning takes place in the workplace through connection and collaboration mediated by Web 2.0 applications. However, little research has yet been published that explores informal learning and how to integrate it with workplace training. We aim to address this research gap by developing a conceptual Web 2.0-based workplace learning and…

Social inclusion and its approach at Information Science: scientific production analysis in the area of information science periodicals between 2001 and 2010

Directory of Open Access Journals (Sweden)

Alex Serrano Almeida

2013-08-01

Full Text Available This study has the purpose to check how the social inclusion has been approached at Information Science area, from the scientific production area published at the area national periodicals. Over there, to verify which inclusion forms are recurrently approached at Information Science area; to show the use tendencies of social inclusion concept at the Science Information area scientific articles; to find how it presents the social inclusion concept connected to the information professional and analyze if it there is any association to other themes. It was realized searches in six periodicals at the period between 2001 and 2010. We used how analysis method the Bardin content analysis reference. The analysis corpus was constituted of 30 articles which approached the social inclusion theme. As the results, it was showed that the social inclusion on Information Science area publications, in general, is turned to digital inclusion and to the Information Science area publications uses. Besides, it was still identified connections with the information professionals, which one must serve as mediator between the information and the environment where information and users are inserted.

Learning Science Through Visualization

Science.gov (United States)

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.

A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

Science.gov (United States)

Shieh, Chich-Jen; Yu, Lean

2016-01-01

In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

Informal Learning of Women Small Business Owners

Science.gov (United States)

Sharafizad, Jalleh

2018-01-01

Purpose: The purpose of this paper is to investigate women small business owners' informal learning behaviour. There is limited qualitative research that examines women small business owners' learning process and this study aims to address this gap. The study was driven by the following research questions: "Do women small business owners…

Divulging Personal Information within Learning Analytics Systems

Science.gov (United States)

Ifenthaler, Dirk; Schumacher, Clara

2015-01-01

The purpose of this study was to investigate if students are prepared to release any personal data in order to inform learning analytics systems. Besides the well-documented benefits of learning analytics, serious concerns and challenges are associated with the application of these data driven systems. Most notably, empirical evidence regarding…

Incorporating Primary Scientific Literature in Middle and High School Education

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Sarah C. Fankhauser

2015-11-01

Full Text Available Primary literature is the most reliable and direct source of scientific information, but most middle school and high school science is taught using secondary and tertiary sources. One reason for this is that primary science articles can be difficult to access and interpret for young students and for their teachers, who may lack exposure to this type of writing. The Journal of Emerging Investigators (JEI was created to fill this gap and provide primary research articles that can be accessed and read by students and their teachers. JEI is a non-profit, online, open-access, peer-reviewed science journal dedicated to mentoring and publishing the scientific research of middle and high school students. JEI articles provide reliable scientific information that is written by students and therefore at a level that their peers can understand. For student-authors who publish in JEI, the review process and the interaction with scientists provide invaluable insight into the scientific process. Moreover, the resulting repository of free, student-written articles allows teachers to incorporate age-appropriate primary literature into the middle and high school science classroom. JEI articles can be used for teaching specific scientific content or for teaching the process of the scientific method itself. The critical thinking skills that students learn by engaging with the primary literature will be invaluable for the development of a scientifically-literate public.

Incorporating Primary Scientific Literature in Middle and High School Education.

Science.gov (United States)

Fankhauser, Sarah C; Lijek, Rebeccah S

2016-03-01

Primary literature is the most reliable and direct source of scientific information, but most middle school and high school science is taught using secondary and tertiary sources. One reason for this is that primary science articles can be difficult to access and interpret for young students and for their teachers, who may lack exposure to this type of writing. The Journal of Emerging Investigators (JEI) was created to fill this gap and provide primary research articles that can be accessed and read by students and their teachers. JEI is a non-profit, online, open-access, peer-reviewed science journal dedicated to mentoring and publishing the scientific research of middle and high school students. JEI articles provide reliable scientific information that is written by students and therefore at a level that their peers can understand. For student-authors who publish in JEI, the review process and the interaction with scientists provide invaluable insight into the scientific process. Moreover, the resulting repository of free, student-written articles allows teachers to incorporate age-appropriate primary literature into the middle and high school science classroom. JEI articles can be used for teaching specific scientific content or for teaching the process of the scientific method itself. The critical thinking skills that students learn by engaging with the primary literature will be invaluable for the development of a scientifically-literate public.

Professional scientific blog

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Tamás Beke

2009-03-01

Full Text Available The professional blog is a weblog that on the whole meets the requirements of scientific publication. In my opinion it bear a resemblance to digital notice board, where the competent specialists of the given branch of science can place their ideas, questions, possible solutions and can raise problems. Its most important function can be collectivization of the knowledge. In this article I am going to examine the characteristics of the scientific blog as a genre. Conventional learning counts as a rather solitary activity. If the students have access to the materials of each other and of the teacher, their sense of solitude diminishes and this model is also closer to the constructivist approach that features the way most people think and learn. Learning does not mean passively collecting tiny pieces of knowledge; it much more esembles ‘spinning a conceptual net’ which is made up by the experiences and observations of the individual. With the spreading of the Internet more universities and colleges worldwide gave a try to on-line educational methods, but the most efficient one has not been found yet. The publication of the curriculum (the material of the lectures and the handling of the electronic mails are not sufficient; much more is needed for collaborative learning. Our scholastic scientific blog can be a sufficient field for the start of a knowledge-building process based on cooperation. In the Rocard-report can be read that for the future of Europe it is crucial to develop the education of the natural sciences, and for this it isnecessary to act on local, regional, national and EU-level. To the educational processes should be involved beyond the traditional actors (child, parent, teacher also others (scientists, professionals, universities, local institutions, the actors of the economic sphere, etc.. The scholastic scientific blog answer the purposes, as a collaborative knowledge-sharing forum.

Fourth and fifth grade Latino(a) students making meaning of scientific informational texts

Science.gov (United States)

Croce, Keri-Anne

Using a socio-psycholinguistic perspective of literacy and a social-semiotic analysis of texts, this study investigates how six students made meaning of informational texts. The students came to school from a variety of English and Spanish language backgrounds. The research question being asked was 'How do Latino(a) fourth and fifth grade students make meaning of English informational texts?' Miscue analysis was used as a tool to investigate how students who have been labeled non-struggling readers by their classroom teacher and are from various language backgrounds approached five informational texts. In order to investigate students' responses to the nature of informational texts, this dissertation draws on commonly occurring structures within texts. Primary data collected included read alouds and retellings of five texts, retrospective miscue analysis, and interviews with six participant students. Two of these participants are discussed within this dissertation. Secondary data included classroom observations and teacher interviews. This study proposes that non-native speakers may use scientific concept placeholders as they transact with informational texts. The use of scientific concept placeholders by a reader indicates that the reader is engaged in the meaning making process and possesses evolving scientific knowledge about a phenomenon. The findings suggest that Latino(a) students' understandings of English informational texts is influenced not only by a student's language development but also (1) the nature of the text; (2) the reading strategies that a student uses, such as the use of placeholders; (3) the influence of the researcher during the aided retelling. This study contributes methodological tools to assess English language learners' reading. The conclusions presented within this study also support the idea that students from a variety of language backgrounds slightly altered their reliance on certain cuing systems as they encountered various sub

Informal Learning Activities for Learners of English and for Learners of Dutch

Science.gov (United States)

Van Marsenille, Anne

2017-01-01

The purpose of this study is to investigate and compare the informal learning activities which French-speaking higher education students in Brussels engage in while learning English and Dutch. The informal learning of English was investigated in 2012, while the informal learning of Dutch was studied in 2015 and then compared to the informal…

Preliminary Study on Management of Agricultural Scientific Research Projects in the New Situation

Institute of Scientific and Technical Information of China (English)

Haiyan LUO; Qingqun YAO; Lizhen CHEN; Yu ZHENG

2015-01-01

Project management of agricultural scientific research institutions is an important section of agricultural scientific research plan management. It is of great significance for sustainable development of scientific research work of scientific research institutions. According to a series of opinions and notices about scientific and technological system reform issued by the state,and combining current situations of management of scientific research projects in scientific research institutions,this paper made a preliminary study on management of agricultural scientific research projects in the new trend. Finally,on the basis of the current situations of management of agricultural scientific research projects,it came up with pertinent recommendations,including strengthening communication and cooperation and actively declaring projects,strengthening preliminary planning of projects and establishing project information database,reinforcing project process management,ensuring on-time and high quality completion of projects,and strengthening learning and improving quality of management personnel.

[Information technology in learning sign language].

Science.gov (United States)

Hernández, Cesar; Pulido, Jose L; Arias, Jorge E

2015-01-01

To develop a technological tool that improves the initial learning of sign language in hearing impaired children. The development of this research was conducted in three phases: the lifting of requirements, design and development of the proposed device, and validation and evaluation device. Through the use of information technology and with the advice of special education professionals, we were able to develop an electronic device that facilitates the learning of sign language in deaf children. This is formed mainly by a graphic touch screen, a voice synthesizer, and a voice recognition system. Validation was performed with the deaf children in the Filadelfia School of the city of Bogotá. A learning methodology was established that improves learning times through a small, portable, lightweight, and educational technological prototype. Tests showed the effectiveness of this prototype, achieving a 32 % reduction in the initial learning time for sign language in deaf children.

Scientific Discoveries the Year I Was Born

Science.gov (United States)

Cherif, Abour

2012-01-01

The author has successfully used a learning activity titled "The Year I Was Born" to motivate students to conduct historical research and present key scientific discoveries from their birth year. The activity promotes writing, helps students enhance their scientific literacy, and also improves their attitude toward the learning of science. As one…

Scientific Habits of Mind in Virtual Worlds

Science.gov (United States)

Steinkuehler, Constance; Duncan, Sean

2008-12-01

In today's increasingly "flat" world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular, we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in "social knowledge construction" rather than social banter. Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument.

The Effect of Cooperative Learning with DSLM on Conceptual Understanding and Scientific Reasoning among Form Four Physics Students with Different Motivation Levels

Directory of Open Access Journals (Sweden)

M.S. Hamzah

2010-11-01

Full Text Available The purpose of this study was to investigate the effect of Cooperative Learning with a Dual Situated Learning Model (CLDSLM and a Dual Situated Learning Model (DSLM on (a conceptual understanding (CU and (b scientific reasoning (SR among Form Four students. The study further investigated the effect of the CLDSLM and DSLM methods on performance in conceptual understanding and scientific reasoning among students with different motivation levels. A quasi-experimental method with the 3 x 2 Factorial Design was applied in the study. The sample consisted of 240 stu¬dents in six (form four classes selected from three different schools, i.e. two classes from each school, with students randomly selected and assigned to the treatment groups. The results showed that students in the CLDSLM group outperformed their counterparts in the DSLM group—who, in turn, significantly outperformed other students in the traditional instructional method (T group in scientific reasoning and conceptual understanding. Also, high-motivation (HM students in the CLDSLM group significantly outperformed their counterparts in the T groups in conceptual understanding and scientific reasoning. Furthermore, HM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group in scientific reasoning but did not significantly outperform their counterparts on conceptual understanding. Also, the DSLM instructional method has significant positive effects on highly motivated students’ (a conceptual understanding and (b scientific reason¬ing. The results also showed that LM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group and (T method group in scientific reasoning and conceptual understanding. However, the low-motivation students taught via the DSLM instructional method significantly performed higher than the low-motivation students taught via the T method in scientific reasoning. Nevertheless, they did not

Distributed Collaborative Learning Communities Enabled by Information Communication Technology

NARCIS (Netherlands)

H.L. Alvarez (Heidi Lee)

2006-01-01

textabstractHow and why can Information Communication Technology (ICT) contribute to enhancing learning in distributed Collaborative Learning Communities (CLCs)? Drawing from relevant theories concerned with phenomenon of ICT enabled distributed collaborative learning, this book identifies gaps in

Learning to Rank for Information Retrieval from User Interactions

NARCIS (Netherlands)

Hofmann, K.; Whiteson, S.; Schuth, A.; de Rijke, M.

2014-01-01

In this article we give an overview of our recent work on online learning to rank for information retrieval (IR). This work addresses IR from a reinforcement learning (RL) point of view, with the aim to enable systems that can learn directly from interactions with their users. Learning directly from

Engineering Encounters: The Cat in the Hat Builds Satellites. A Unit Promoting Scientific Literacy and the Engineering Design Process

Science.gov (United States)

Rehmat, Abeera P.; Owens, Marissa C.

2016-01-01

This column presents ideas and techniques to enhance your science teaching. This month's issue shares information about a unit promoting scientific literacy and the engineering design process. The integration of engineering with scientific practices in K-12 education can promote creativity, hands-on learning, and an improvement in students'…

EFFECT SCIENTIFIC INQUIRY TEACHING MODELS AND SCIENTIFIC ATTITUDE TO PHYSICS STUDENT OUTCOMES

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Dian Clara Natalia Sihotang

2014-12-01

Full Text Available The objectives of this study were to determine whether: (1 the student’s achievement taught by using Scientific Inquiry Teaching Models is better than that of taught by using Direct Instruction; (2 the student’s achievement who have a high scientific attitude is better than student who have low scientific attitude; and (3 there is interaction between Scientific Inquiry Teaching Models and scientific attitude for the student’s achievement. The results of research are: (1 the student’s achievement given learning through Scientific Inquiry Teaching Models better than Direct Instruction; (2 the student’s achievement who have a high scientific attitude better than student who have low scientific attitude; and (3 there was interaction between Scientific Inquiry Teaching Models and scientific attitude for student’s achievement which this models is better to apply for student who have a high scientific attitude.

A case study for measuring Informal Learning in PLEs

Directory of Open Access Journals (Sweden)

Francisco J. García-Peñalvo

2014-04-01

Full Text Available The technological support for learning and teaching processes is constantly changing. Information and Communication Technologies (ICT applied to education, cause changes that affect the way in which people learn. This application introduces new software systems and solutions to carry out teaching and learning activities. Connected to ICT application, the emergence of Web 2.0 and its use in learning contexts enables an online implementation of the student-centred learning paradigm. In addition, 2.0 trends provide “new” ways to exchange, making easier for informal learning to become patent. Given this context, open and user-centered learning environments are needed to integrate such kinds of tools and trends and are commonly described as Personal Learning Environments. Such environments coexist with the institutional learning management systems and they should interact and exchange information between them. This interaction would allow the assessment of what happens in the personal environment from the institutional side. This article describes a solution to make the interoperability possible between these systems. It is based on a set of interoperability scenarios and some components and communication channels. In order to test the solution it is implemented as a proof of concept and the scenarios are validated through several pilot experiences. In this article one of such scenarios and its evaluation experiment is described to conclude that functionalities from the institutional environments and the personal ones can be combined and it is possible to assess what happens in the activities based on them.

Analysing Information Systems Security In Higher Learning Institutions Of Uganda

OpenAIRE

Mugyenyi Raymond

2017-01-01

Information communication technology has increased globalisation in higher learning institution all over the world. This has been achieved through introduction of systems that ease operations related to information handling in the institutions. The paper assessed and analysed the information systems security performance status in higher learning institutions of Uganda. The existing policies that govern the information security have also been analysed together with the current status of inform...

Report for the Office of Scientific and Technical Information: Population Modeling of the Emergence and Development of Scientific Fields

Energy Technology Data Exchange (ETDEWEB)

Bettencourt, L. M. A. (LANL); Castillo-Chavez, C. (Arizona State University); Kaiser, D. (MIT); Wojick, D. E. (IIA)

2006-10-04

The accelerated development of digital libraries and archives, in tandem with efficient search engines and the computational ability to retrieve and parse massive amounts of information, are making it possible to quantify the time evolution of scientific literatures. These data are but one piece of the tangible recorded evidence of the processes whereby scientists create and exchange information in their journeys towards the generation of knowledge. As such, these tools provide a proxy with which to study our ability to innovate. Innovation has often been linked with prosperity and growth and, consequently, trying to understand what drives scientific innovation is of extreme interest. Identifying sets of population characteristics, factors, and mechanisms that enable scientific communities to remain at the cutting edge, accelerate their growth, or increase their ability to re-organize around new themes or research topics is therefore of special significance. Yet generating a quantitative understanding of the factors that make scientific fields arise and/or become more or less productive is still in its infancy. This is precisely the type of knowledge most needed for promoting and sustaining innovation. Ideally, the efficient and strategic allocation of resources on the part of funding agencies and corporations would be driven primarily by knowledge of this type. Early steps have been taken toward such a quantitative understanding of scientific innovation. Some have focused on characterizing the broad properties of relevant time series, such as numbers of publications and authors in a given field. Others have focused on the structure and evolution of networks of coauthorship and citation. Together these types of studies provide much needed statistical analyses of the structure and evolution of scientific communities. Despite these efforts, however, crucial elements of prediction have remained elusive. Building on many of these earlier insights, we provide here a

Fusion Energy: Contextual Analysis of the Information Panels Developed by the Scientific Community versus Citizen Discourse; Fusion Nuclear: Analisis Contextual de Paneles Informativos Elaborados por la Comunidad Cientifica versus Discurso Ciudadano

Energy Technology Data Exchange (ETDEWEB)

Ferri Anglada, S.; Cornejo Alvarez, J. M.

2014-02-01

The report presents an exploratory study on the impact of scientific dissemination, particularly a comparative analysis of two discourses on fusion energy as an alternative energy future. The report introduces a comparative analysis of the institutional discourse, as portrayed by the scientific jargon used in a European travelling exhibition on nuclear fusion Fusion Expo, and the social discourse, as illustrated by a citizen deliberation on this very same exhibition. Through textual analysis, the scientific discourse as deployed in the informative panels at the Fusion Expo is compared with the citizen discourse as developed in the discussions within the citizen groups. The ConText software was applied for such analysis. The purpose is to analyze how visitors assimilate, capture and understand highly technical information. Results suggest that, in despite of convergence points, the two discourses present certain differences, showing diverse levels of communication. The scientific discourse shows a great profusion of formalisms and technicalities of scientific jargon. The citizen discourse shows abundance of words associated with daily life and the more practical aspects (economy, efficiency), concerning institutional and evaluative references. In sum, the study shows that although there are a few common communicative spaces, there are still very few turning points. These data indicate that although exhibitions can be a good tool to disseminate advances in fusion energy in informal learning contexts, public feedback is a powerful tool for improving the quality of social dialogue. (Author)

Information on plant foods in eBASIS: what is in a correct botanical scientific name?

DEFF Research Database (Denmark)

Pilegaard, Kirsten; Eriksen, Folmer Damsted; Sørensen, Marten

2010-01-01

Information Resource (EuroFIR)-NETTOX Plant List (2007) presents scientific and vernacular names in 15 European languages for around 325 major European plant/mushroom foods and also for different parts of these foods. This list and its predecessor, the NETTOX List of Food Plants, have been used by national...... food authorities and within the European Union for consideration of plants and mushrooms that have been used to a significant degree up to 1997 and are therefore not covered by the novel food regulation (European Parliament and Council of the European Union, 1997). The species and the plant part...... studied are insufficiently characterised in many scientific papers. This paper informs about the naming of plants and mushrooms as an aid for scientists who are not botanists or mycologists themselves. Knowledge on scientific names used, including synonyms, may also be important for finding all relevant...

Supporting Case-Based Learning in Information Security with Web-Based Technology

Science.gov (United States)

He, Wu; Yuan, Xiaohong; Yang, Li

2013-01-01

Case-based learning has been widely used in many disciplines. As an effective pedagogical method, case-based learning is also being used to support teaching and learning in the domain of information security. In this paper, we demonstrate case-based learning in information security by sharing our experiences in using a case study to teach security…

Development of Comprehensive Competences with Information and Communication Technologies in Distance Learning Higher Education

Directory of Open Access Journals (Sweden)

Isabel Cristina Muñoz Vargas

2015-09-01

Full Text Available This study aimed to identify and implement educational strategies through the use of Information and Communication Technologies in order for students of distance learning (who belong to the academic degrees of Natural Sciences and Environmental Education at the University of Córdoba to develop comprehensive competences. We used the action research method divided in two cycles, with the participation of three teachers and 242 students. The data analysis of the first cycle established three analysis categories and designed four intervention strategies based on the scientific knowledge and the academic experience of the teachers. The results of the second cycle showed an improvement of the academic performance of the students in a comprehensive way.

Integrated Information System for Higher Education Qualifications

Directory of Open Access Journals (Sweden)

Catalin Ionut SILVESTRU

2012-10-01

Full Text Available In the present article we aim to study thoroughly and detail aspects related to architectures specific for e-learning and management of human resources training interconnected to management of qualifications. In addition, we take into consideration combining e-learning architectures with software in an e-learning system interconnected with the National Registry of Qualifications of Higher Education, in view of developing and information system that correlates educational supply from higher education from Romania with labor market demands through qualifications. The scientific endeavor consists of original architectural solutions to integrate data, systems, processes, services from various sources and to use them in the proposed system. The practical result of the scientific endeavor is represented by design of architectures required for developing an e-learning system interconnected with the National Registry of Qualifications from Romania, which involve in first stage the qualifications provided by higher education. The proposed innovative solution consists in the fact that the proposed information system combines the advantages of content management system (CMS with learning content management system (LCMS and with reusable learning objects (RLO. Thus, the architecture proposed in the research ensures the integration of a content management system with a portal for information, guidance and support in making a professional project. The integration enables correlation of competences with content areas and specific items from various teaching subjects, thus evaluating the usefulness for this registry from learning/educational perspective. Using the proposed information system in enables correlation among qualifications, content of educational program and continuous self-evaluation opportunities, which facilitate monitoring of progress and adjustment of learning content.

Logic and Learning

DEFF Research Database (Denmark)

Hendricks, Vincent Fella; Gierasimczuk, Nina; de Jong, Dick

2014-01-01

Learning and learnability have been long standing topics of interests within the linguistic, computational, and epistemological accounts of inductive in- ference. Johan van Benthem’s vision of the “dynamic turn” has not only brought renewed life to research agendas in logic as the study of inform......Learning and learnability have been long standing topics of interests within the linguistic, computational, and epistemological accounts of inductive in- ference. Johan van Benthem’s vision of the “dynamic turn” has not only brought renewed life to research agendas in logic as the study...... of information processing, but likewise helped bring logic and learning in close proximity. This proximity relation is examined with respect to learning and belief revision, updating and efficiency, and with respect to how learnability fits in the greater scheme of dynamic epistemic logic and scientific method....

Information literacy in science writing: how students find, identify, and use scientific literature

Science.gov (United States)

Klucevsek, Kristin M.; Brungard, Allison B.

2016-11-01

For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we must identify how students interact with authentic scientific texts. In this case study, we addressed this aim by embedding a science librarian into a science writing course, where students wrote a literature review on a research topic of their choice. Library instruction was further integrated through the use of an online guide and outside assistance. To evaluate the evolution of information literacy in our students and provide evidence of student practices, we used task-scaffolded writing assessments, a reflection, and surveys. We found that students improved their ability and confidence in finding research articles using discipline-specific databases as well as their ability to distinguish primary from secondary research articles. We also identified ways students improperly used and cited resources in their writing assignments. While our results reveal a better understanding of how students find and approach scientific research articles, additional research is needed to develop effective strategies to improve long-term information literacy in the sciences.

Effects of the Scientific Argumentation Based Learning Process on Teaching the Unit of Cell Division and Inheritance to Eighth Grade Students

Science.gov (United States)

Balci, Ceyda; Yenice, Nilgun

2016-01-01

The aim of this study is to analyse the effects of scientific argumentation based learning process on the eighth grade students' achievement in the unit of "cell division and inheritance". It also deals with the effects of this process on their comprehension about the nature of scientific knowledge, their willingness to take part in…

European Community initiatives and experience in scientific and technical information

International Nuclear Information System (INIS)

Steven, G.

1990-05-01

Scientific and technical information (STI) is an increasingly important resource for R and D and industrial development. The rapid development of the market for electronic information and the increasing potential offered through new information technologies require new approaches for the collection and dissemination of STI. Activities of the Commission of the European Communities (CEC) in this area are reviewed. More recent CEC initiatives in the areas of biotechnology information and factual materials data banks have proved the need for international collaboration and for the implementation of infrastructural measures as a basis for such collaboration. The implementation of the EC Demonstrator Programme on materials property data systems has evaluated the potential of eleven European materials data banks against the market requirements and has helped to launch wide international collaboration. The concluding European workshop on materials data systems has developed a set of recommendations for future initiatives. These are shortly reviewed together with initial findings of a study aimed at developing a business plan for the establishment of a biotechnology information infrastructure for the bio-industries and research base in Europe. (author). 3 refs

European Community initiatives and experience in scientific and technical information

Energy Technology Data Exchange (ETDEWEB)

Steven, G [Commission of the European Communities, Luxembourg (Luxembourg)

1990-05-01

Scientific and technical information (STI) is an increasingly important resource for R and D and industrial development. The rapid development of the market for electronic information and the increasing potential offered through new information technologies require new approaches for the collection and dissemination of STI. Activities of the Commission of the European Communities (CEC) in this area are reviewed. More recent CEC initiatives in the areas of biotechnology information and factual materials data banks have proved the need for international collaboration and for the implementation of infrastructural measures as a basis for such collaboration. The implementation of the EC Demonstrator Programme on materials property data systems has evaluated the potential of eleven European materials data banks against the market requirements and has helped to launch wide international collaboration. The concluding European workshop on materials data systems has developed a set of recommendations for future initiatives. These are shortly reviewed together with initial findings of a study aimed at developing a business plan for the establishment of a biotechnology information infrastructure for the bio-industries and research base in Europe. (author). 3 refs.

THE INFLUENCE OF SCIENCE LEARNING SET USING SCIENTIFIC APPROACH AND PROBLEM SOLVING MODEL ON LEARNING OUTCOMES OF JUNIOR HIGH SCHOOL STUDENTS IN THE SUBJECT OF HEAT AND TEMPERATURE

OpenAIRE

T. Triyuni

2016-01-01

This research aims to produce the scientific approach for science learning using a problem solving model on the topic of heat and temperatureon the junior high school learning outcome. The curriculum used during the study was curriculum 2013 (valid, practical and effective). The development of the learning setfollowed the four-D model which was reduced to three-D model (without dissemination). The study was tested in Class VIIA, VIIB, and VIIC in SMP Negeri 5 Academic Year 2015/2016. The data...

Using Scientific Visualizations to Enhance Scientific Thinking In K-12 Geoscience Education

Science.gov (United States)

Robeck, E.

2016-12-01

The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.

SCIENTIFIC AND METHODICAL ASPECTS OF FORMATION OF SUBJECT CONTENT OF TRAINING COURSESFOR INVERSE PROBLEMS FOR DIFFERENTIAL EQUATIONS

Directory of Open Access Journals (Sweden)

В С Корнилов

2016-12-01

Full Text Available The article presents scientific and methodical aspects of forming the content of education inverse problems for differential equations for students of higher educational institutions of physical, mathematical and natural science training areas. The goals are formulated and the principles of training are the content of learning inverse problems for differential equations. Attention is drawn to the particular issues of teaching courses inverse problems. Describes the classification criteria and target modules that play the role of tools to create and analyze the model and curriculum, forming learning content inverse problems for differential equations. The content classification features and target modules. Formulate conclusions that learning the inverse problems for differential equations has scientific, educational and humanitarian potential of students and as a result of this training they gain the fundamental knowledge in the applied and computational mathematics, and also develop scientific worldview, applied, environmental, information thinking.

The Users and Uses of Scientific and Technical Information: Critical Research Needs.

Science.gov (United States)

Freeman, James E.; Rubenstein, Albert H.

At a 1973 workshop held in Denver, Colorado, 21 participants familiar with the uses of Scientific and Technical Information (STI) services gathered to identify the system's major research needs. Initially, 50 research projects were suggested in the areas of design, management, operations, marketing, and global considerations. Using a priority…

Transductive Pattern Learning for Information Extraction

National Research Council Canada - National Science Library

McLernon, Brian; Kushmerick, Nicholas

2006-01-01

.... We present TPLEX, a semi-supervised learning algorithm for information extraction that can acquire extraction patterns from a small amount of labelled text in conjunction with a large amount of unlabelled text...

Ambient Learning Displays - Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning

NARCIS (Netherlands)

Börner, Dirk

2012-01-01

Börner, D. (2012). Ambient Learning Displays - Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning. 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education (pp. 337-338). March, 27-30, 2012, Takamatsu, Japan: IEEE Computer

Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

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Mitchell, Alanah; Petter, Stacie; Harris, Albert L.

2017-01-01

Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students' attention and helping them learn, such as flipped classrooms and offering courses online.…

Learning science in informal environments: people, places and pursuits. A review by the US National Science Council (Italian original version)

OpenAIRE

Paola Rodari

2009-01-01

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

Virk: An Active Learning-based System for Bootstrapping Knowledge Base Development in the Neurosciences

Directory of Open Access Journals (Sweden)

Kyle H. Ambert

2013-12-01

Full Text Available The frequency and volume of newly-published scientific literature is quickly making manual maintenance of publicly-available databases of primary data unrealistic and costly. Although machine learning can be useful for developing automated approaches to identifying scientific publications containing relevant information for a database, developing such tools necessitates manually annotating an unrealistic number of documents. One approach to this problem, active learning, builds classification models by iteratively identifying documents that provide the most information to a classifier. Although this approach has been shown to be effective for related problems, in the context of scientific databases curation, it falls short. We present Virk, an active learning system that, while being trained, simultaneously learns a classification model and identifies documents having information of interest for a knowledge base. Our approach uses a support vector machine classifier with input features derived from neuroscience-related publications from the primary literature. Using our approach, we were able to increase the size of the Neuron Registry, a knowledge base of neuron-related information, by a factor of 90%, a knowledge base of neuron-related information, in 3 months. Using standard biocuration methods, it would have taken between 1-2 years to make the same number of contributions to the Neuron Registry. Here, we describe the system pipeline in detail, and evaluate its performance against other approaches to sampling in active learning.

An Information Processing Perspective on Divergence and Convergence in Collaborative Learning

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Jorczak, Robert L.

2011-01-01

This paper presents a model of collaborative learning that takes an information processing perspective of learning by social interaction. The collaborative information processing model provides a theoretical basis for understanding learning principles associated with social interaction and explains why peer-to-peer discussion is potentially more…

Assessing Scientific Practices Using Machine-Learning Methods: How Closely Do They Match Clinical Interview Performance?

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Beggrow, Elizabeth P.; Ha, Minsu; Nehm, Ross H.; Pearl, Dennis; Boone, William J.

2014-02-01

The landscape of science education is being transformed by the new Framework for Science Education (National Research Council, A framework for K-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC, 2012), which emphasizes the centrality of scientific practices—such as explanation, argumentation, and communication—in science teaching, learning, and assessment. A major challenge facing the field of science education is developing assessment tools that are capable of validly and efficiently evaluating these practices. Our study examined the efficacy of a free, open-source machine-learning tool for evaluating the quality of students' written explanations of the causes of evolutionary change relative to three other approaches: (1) human-scored written explanations, (2) a multiple-choice test, and (3) clinical oral interviews. A large sample of undergraduates (n = 104) exposed to varying amounts of evolution content completed all three assessments: a clinical oral interview, a written open-response assessment, and a multiple-choice test. Rasch analysis was used to compute linear person measures and linear item measures on a single logit scale. We found that the multiple-choice test displayed poor person and item fit (mean square outfit >1.3), while both oral interview measures and computer-generated written response measures exhibited acceptable fit (average mean square outfit for interview: person 0.97, item 0.97; computer: person 1.03, item 1.06). Multiple-choice test measures were more weakly associated with interview measures (r = 0.35) than the computer-scored explanation measures (r = 0.63). Overall, Rasch analysis indicated that computer-scored written explanation measures (1) have the strongest correspondence to oral interview measures; (2) are capable of capturing students' normative scientific and naive ideas as accurately as human-scored explanations, and (3) more validly detect understanding

Iranian undergraduate nursing student perceptions of informal learning: A qualitative research.

Science.gov (United States)

Seylani, Khatereh; Negarandeh, Reza; Mohammadi, Easa

2012-11-01

Nursing education is both formal and informal. Formal education represents only a small part of all the learning involved; and many students learn more effectively through informal processes. There is little information about nursing student informal education and how it affects their character and practice. This qualitative study explores undergraduate nursing student perceptions of informal learning during nursing studies. Data were gathered through semi-structured interviews with a sample of undergraduate nursing students (n = 14). Strauss and Corbin's constant comparison analysis approach was used for data analysis. The categories that emerged included personal maturity and emotional development, social development, closeness to God, alterations in value systems, and ethical and professional commitment. Findings reveal that nursing education could take advantage of informal learning opportunities to develop students' nontechnical skills and produce more competent students. Implications for nursing education are discussed.

What's the VALUE of Information Literacy? Comparing Learning Community and Non-Learning Community Student Learning Outcomes

Science.gov (United States)

Rapchak, Marcia E.; Brungard, Allison B.; Bergfelt, Theodore W.

2016-01-01

Using the Information Literacy VALUE Rubric provided by the AAC&U, this study compares thirty final capstone assignments in a research course in a learning community with thirty final assignments in from students not in learning communities. Results indicated higher performance of the non-learning community students; however, transfer skills…

Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning

Science.gov (United States)

Dabbagh, Nada; Kitsantas, Anastasia

2012-01-01

A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection…

Learning Paradigms in e-Society

Directory of Open Access Journals (Sweden)

Gabriel ZAMFIR

2013-01-01

Full Text Available Learning, defined both as the cognitive process of acquiring knowledge, and as the knowledge received by instruction, depends on the environment. Our world, analyzed as an educational environment, evolved from a natural native stage to a scientific technological based phase. Educative system, developed as a public service, including formal, non-formal and informal education, originated its foundations on the textbook, and at present, teacher preparation is based on the same technique. This article is designed as a conceptual basis analyze of learning in a scientific environment, in order to synthesize the interdependencies between the cognitive process of acquiring knowledge and the methods applied in knowledge conversion.

Instructional scientific humor in the secondary classroom

Science.gov (United States)

Wizner, Francine

This study is an examination of the manner in which educators employ scientific content humor and how that humor is perceived by their students. Content humor is a useful strategy in drawing the attention of students and improving their receptivity toward scientific information. It is also a useful tool in combating the growing distractions of the electronic classroom. Previous studies have found that humor has a positive effect on knowledge, memory, and understanding. However, few studies have been conducted below the undergraduate level and mainly quantitative measures of student recall have been used to measure learning. This study employed multiple data sources to determine how two secondary biology teachers used humor in order to explain scientific concepts and how their students perceived their teachers' use of scientific instructional humor. Evidence of student humor reception was collected from four students in each of the two classes. All of the scientific instructional humor used in the studied classrooms was cognitive in nature, varying among factual, procedural, conceptual, and metacognitive knowledge. Teachers tended to use dialogic forms of humor. Their scientific humor reflected everyday experiences, presented queries, poked fun at authority, and asked students to search out new perspectives and perform thought experiments. Teachers were the primary actors in performing the humorous events. The events were sometimes physical exaggerations of words or drawings, and they occurred for the purpose of establishing rapport or having students make connections between scientific concepts and prior knowledge. Student perceptions were that teachers did employ humor toward instructional objectives that helped their learning. Helping students become critical thinkers is a trademark of science teachers. Science teachers who take the risk of adopting some attributes of comedians may earn the reward of imparting behaviors on their students like critical thinking

Scientific method by argumentation design: learning process for maintaining student’s retention

Science.gov (United States)

Siswanto; Yusiran; Asriyadin; Gumilar, S.; Subali, B.

2018-03-01

The purpose of this research describes the effect of scientific methods designed by argumentation in maintaining retention of pre-service physics teachers (students) in mechanical concept. This learning consists of five stages including the first two stages namely observing and questioning. While the next three stages of reasoning, trying, and communicating are made of argumentation design. To know the effectiveness of treatment, students are given pre-test and post-test in one time. On the other hand, students were given advanced post-test to know the durability of retention as many as four times in four months. The results show that there was mean difference between pre-test and post-test based on the Wilcoxon test (z = -3.4, p=0.001). While the effectiveness of treatment is in the high category based on normalized gain values ( = 0.86). Meanwhile, mean difference of all post-test is significantly different based on Analysis of Varian (F = 365.63, p = 0.00). However, in the fourth month, students retention rates began to stabilize based on Tuckey’s HSD (p=0.074) for comparison of mean difference between fourth and fifth post-test. Overall, learning designed can maintain students retention within 4 months after the learning finish.

News from the Library: Scientific Information Service - service interruption

CERN Multimedia

2014-01-01

Techniques de l'Ingénieur has been part of the selection of databases offered by the Scientific Information Service for the last five years.   Unfortunately, as a consequence of budget reductions, and after careful consideration of all available options, we have to end this subscription. It will be still possible to purchase access to individual chapters via the Library services.  Furthermore, we are considering ending our subscriptions to Web of Science and Springer Materials (the Landolt-Börnstein database) during the course of 2015. We thank you for your understanding and welcome your feedback to library.desk@cern.ch

Informal Learning on "YouTube": Exploring Digital Literacy in Independent Online Learning

Science.gov (United States)

Tan, Elaine

2013-01-01

The focus of this paper is a project conducted in 2011, exploring the use of "YouTube" in the classroom. The project conducted a number of focus groups for which highlighted a number of issues surrounding independent informal learning environments. The questions posed by this research are concerned with what constitutes learning in these…

Scholarly information discovery in the networked academic learning environment

CERN Document Server

Li, LiLi

2014-01-01

In the dynamic and interactive academic learning environment, students are required to have qualified information literacy competencies while critically reviewing print and electronic information. However, many undergraduates encounter difficulties in searching peer-reviewed information resources. Scholarly Information Discovery in the Networked Academic Learning Environment is a practical guide for students determined to improve their academic performance and career development in the digital age. Also written with academic instructors and librarians in mind who need to show their students how to access and search academic information resources and services, the book serves as a reference to promote information literacy instructions. This title consists of four parts, with chapters on the search for online and printed information via current academic information resources and services: part one examines understanding information and information literacy; part two looks at academic information delivery in the...

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

Science.gov (United States)

Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

What makes a good scientific argument? We began ERS201: Global Environmental Change by asking students to reflect on the mechanics of a strong scientific argument. At the same time, we asked them to evaluate global CO2 and sea level data from different time periods in Earth's history to answer the question, 'Is there a relationship between atmospheric CO2 and sea level, and if so, why?' This question formed the theme for the course, a mid-level, inquiry-based class of about 20 students. Each week, students target specific aspects of the climate system through problem sets, which include experimental and laboratory work, basic statistical analyses of paleoclimate datasets, and the development of simple systems models using STELLA software. Every 2-4 weeks, we challenge students to write short (1500 word) data-driven scientific arguments, which require a synthesis of information from their problem sets and from the scientific literature. Students have to develop a clear, testable hypothesis related to each writing prompt, and then make their case using figures they have generated during the weekly problem sets. We evaluate student writing using a rubric that focuses on the structure and clarity of the argument, relevance of the data included, and integration and quality of the graphics, with a lesser emphasis placed on voice and style. In 2013, student scores improved from a median value of 86 × 9% to 94 × 8% over the course of the semester. More importantly, we found that incorporation of scientific argumentation served to increase student understanding of important and sometimes abstract scientific concepts. For example, on pre- and post-course assessments we asked the question, 'What would happen if a significant portion of the sea ice floating in the Arctic Ocean were to melt?' On the pre-assessment, 80% of students said that it would lead to more coastal flooding, while only 20% correctly stated that a decrease in the reflection of solar energy would lead to

A model of scientific attitudes assessment by observation in physics learning based scientific approach: case study of dynamic fluid topic in high school

Science.gov (United States)

Yusliana Ekawati, Elvin

2017-01-01

This study aimed to produce a model of scientific attitude assessment in terms of the observations for physics learning based scientific approach (case study of dynamic fluid topic in high school). Development of instruments in this study adaptation of the Plomp model, the procedure includes the initial investigation, design, construction, testing, evaluation and revision. The test is done in Surakarta, so that the data obtained are analyzed using Aiken formula to determine the validity of the content of the instrument, Cronbach’s alpha to determine the reliability of the instrument, and construct validity using confirmatory factor analysis with LISREL 8.50 program. The results of this research were conceptual models, instruments and guidelines on scientific attitudes assessment by observation. The construct assessment instruments include components of curiosity, objectivity, suspended judgment, open-mindedness, honesty and perseverance. The construct validity of instruments has been qualified (rated load factor > 0.3). The reliability of the model is quite good with the Alpha value 0.899 (> 0.7). The test showed that the model fits the theoretical models are supported by empirical data, namely p-value 0.315 (≥ 0.05), RMSEA 0.027 (≤ 0.08)

Workplace Learning - How We Keep Track of Relevant Information

NARCIS (Netherlands)

Bischoff, Kerstin; Herder, Eelco; Nejdl, Wolfgang

2007-01-01

At the workplace, learning is often a by-product of working on complex projects, requiring self-steered, need-driven and goal-oriented retrieval of information just in time from documents or peers. The personal desktop provides one rich source for learning material and for adaptation of learning

Enhancing Seismic Calibration Research Through Software Automation and Scientific Information Management

Energy Technology Data Exchange (ETDEWEB)

Ruppert, S D; Dodge, D A; Ganzberger, M D; Harris, D B; Hauk, T F

2009-07-07

The National Nuclear Security Administration (NNSA) Ground-Based Nuclear Explosion Monitoring Research and Development (GNEMRD) Program at LLNL continues to make significant progress enhancing the process of deriving seismic calibrations and performing scientific integration, analysis, and information management with software automation tools. Our tool efforts address the problematic issues of very large datasets and varied formats encountered during seismic calibration research. New information management and analysis tools have resulted in demonstrated gains in efficiency of producing scientific data products and improved accuracy of derived seismic calibrations. In contrast to previous years, software development work this past year has emphasized development of automation at the data ingestion level. This change reflects a gradually-changing emphasis in our program from processing a few large data sets that result in a single integrated delivery, to processing many different data sets from a variety of sources. The increase in the number of sources had resulted in a large increase in the amount of metadata relative to the final volume of research products. Software developed this year addresses the problems of: (1) Efficient metadata ingestion and conflict resolution; (2) Automated ingestion of bulletin information; (3) Automated ingestion of waveform information from global data centers; and (4) Site Metadata and Response transformation required for certain products. This year, we also made a significant step forward in meeting a long-standing goal of developing and using a waveform correlation framework. Our objective for such a framework is to extract additional calibration data (e.g. mining blasts) and to study the extent to which correlated seismicity can be found in global and regional scale environments.

Climate Literacy Through Learning-by-Doing: Engaging Communities in the Production of Accessible Research-Based Information

Science.gov (United States)

Bourqui, M.; Charriere, M. K. M.; Bolduc, C.

2016-12-01

This talk presents a case of a learning-by-doing approach used by the Climanosco organisation to produce research-based information written in a language accessible to a large public. In this model, engagement (the "doing") of members of the general public, alongside climate scientists, is fostered at various levels of this production of knowledge. In particular, this engagement plays a key role in our extended peer-review process as non-scientific referees are requested to review the accessibility of manuscripts for a large public. Members of the general public also participate to the scientific inquiry by inviting scientists to write on a particular topic or by co-authoring articles. Importantly, their participation, side-by-side with climate scientists, allows them to naturally raise their climate literacy (the "learning"). This model was tested in the context of a scientific challenge organised for the launch of Climanosco where climate scientists were invited to re-frame their research for the general public. This competition started in the fall 2015 and is due to end in September 2016. It led to 11 published articles and engaged the participation of 24 members of the general public. Six non-scientists participated to the jury alongside six climate scientists and evaluated the 11 articles. Their perceived increase in climate knowledge, as evaluated though a survey, will be presented in this talk. One important challenge now is to evaluate the potential of this model to support the teaching of climate sciences at schools. For that purpose, we are starting a dialog with various teachers in several countries. Progresses on this side will also be discussed in this talk.

Electronic Module Design with Scientifically Character-Charged Approach on Kinematics Material Learning to Improve Holistic Competence of High School Students in 10th Grade

Science.gov (United States)