WorldWideScience

Sample records for ocean science curriculum

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

    Science.gov (United States)

    Pedemonte, S.; Weiss, E. L.

    2016-02-01

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

  2. The Ocean Acidification Curriculum Collection - sharing ocean science resources for k-12 classrooms

    Science.gov (United States)

    Williams, P.

    2016-02-01

    The fish and shellfish provided by ecosystems that abound in the waters of Puget Sound have sustained the Suquamish Tribe for millennia. However, years of development, pollution and over-harvest have reduced some fish and shellfish populations to just a fraction of their former abundance. Now, ocean acidification (OA) and climate change pose additional threats to these essential natural resources. Ocean acidification can't be stopped; however, many of the other human-caused stressors to ocean health can. If human behaviors that harm ocean health can be modified to reduce impacts, fish populations and ecosystems could become more resilient to the changing ocean conditions. School is arguably the best place to convey the ideas and awareness needed for people to adopt new behaviors. Students are open to new ideas and they influence their peers and parents. In addition, they are captive audiences in classrooms for many years.The Suquamish Tribe is helping to foster new generations of ocean stewards by creating an online searchable database (OACurriculumCollection.org). This site is designed to facilitate finding, reviewing and sharing free educational materials on OA. At the same time, the Next Generation Science Standards (NGSS) were released providing a great opportunity to get new materials into classrooms. OA provides highly appropriate context to teach many of the ideas in the new standards making it attractive to teachers looking for interesting and relevant materials. In this presentation, we will demonstrate how teachers can use the site as a place to find and share materials on OA. We will also present a framework developed by teachers for understanding OA, its impacts, and the many ways students can help ease the impacts on ocean ecosystems. We will provide examples of how OA can be used as context and content for the NGSS and finally, we will discuss the failures and successes on our journey to get relevant materials into the classroom.

  3. Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

    Science.gov (United States)

    Halversen, C.; Weiss, E. L.; Pedemonte, S.

    2016-02-01

    Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, few high quality curriculum materials exist that address climate change in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8: The Ocean-Atmosphere Connection and Climate Change (OSS) addresses this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. OSS was developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified curriculum development team. Scientists were active partners throughout the entire development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. The goal was to focus strategically and effectively on core concepts within ocean and climate sciences that students should understand. OSS was designed in accordance with the latest research from the learning sciences and provides numerous opportunities for students to develop facility with science practices by "doing" science.Through hands-on activities, technology, informational readings, and embedded assessments, OSS deeply addresses a significant number of standards from the Next Generation Science Standards and is being used by many teachers as they explore the shifts required by NGSS. It also aligns with the Ocean Literacy and Climate Literacy Frameworks. OSS comprises 33 45-minute sessions organized into three thematic units, each driven by an exploratory question: (1) How do the ocean and atmosphere

  4. Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

    Science.gov (United States)

    Weiss, E.; Skene, J.; Tran, L.

    2011-12-01

    Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, there are few high quality curricula available to teachers that address these topics in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8 aims to address this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. The Ocean Sciences Sequence for Grades 6-8 is developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified GEMS (Great Explorations in Math & Science) curriculum development team. Scientists are active partners throughout the whole development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. As with all GEMS Sequences, the Ocean Sciences Sequence for Grades 6-8 is designed to provide significant scientific and educational depth, systematic assessments and informational readings, and incorporate new learning technologies. The goal is to focus strategically and effectively on the core concepts within ocean and climate sciences that students need to understand. This curriculum is designed in accordance with the latest research from the learning sciences, and provides numerous opportunities for students to develop inquiry skills and abilities as they learn about the practice of science through hands-on activities. The Ocean Sciences Sequence for Grades 6-8 addresses in depth a significant number of national, state, and district standards and benchmarks. It

  5. Tides. Ocean Related Curriculum Activities.

    Science.gov (United States)

    Marrett, Andrea

    The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

  6. Marine Biology Activities. Ocean Related Curriculum Activities.

    Science.gov (United States)

    Pauls, John

    The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

  7. K-6 Science Curriculum.

    Science.gov (United States)

    Blueford, J. R.; And Others

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

  8. Grade 6 Science Curriculum Specifications.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    This material describes curriculum specifications for grade 6 science in Alberta. Emphases recommended are: (1) process skills (50%); (2) psychomotor skills (10%); (3) attitudes (10%); and (4) subject matter (30%). Priorities within each category are identified. (YP)

  9. Science Curriculum Guide, Level 4.

    Science.gov (United States)

    Newark School District, DE.

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

  10. High Tide, Low Tide. Ocean Related Curriculum Activities.

    Science.gov (United States)

    Snively, Gloria

    The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

  11. Life Cycle of the Salmon. Ocean Related Curriculum Activities.

    Science.gov (United States)

    Tarabochia, Kathy

    The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

  12. Leading Change in the Primary Science Curriculum

    Science.gov (United States)

    Waller, Nicky; Baker, Chris

    2014-01-01

    Nicky Waller and Chris Baker believe that change can be a good thing and explain how their training has helped others to adjust to the new science curriculum. In September 2013, teachers across England received the definitive version of the new primary curriculum "Leading Change in the Primary Science Curriculum." This course aimed to…

  13. Water Pollution, Environmental Science Curriculum Guide Supplement.

    Science.gov (United States)

    McKenna, Harold J.

    This curriculum guide is a 40-day unit plan on water pollution developed, in part, from the National Science Foundation Environmental Science Institutes' Ninth Grade Environmental Science Curriculum Guide. This unit contains teacher lesson plans, suggested teacher and student modules, case studies, and activities to be developed by teachers…

  14. Science curriculum formation in Denmark

    DEFF Research Database (Denmark)

    Chaiklin, Seth

    Cultural-historical theory is primarily a psychological theory about and human action and development within meaningful contexts. As a psychologically-oriented theory, it can be relevant to science education research, even if it was not been developed or elaborated specifically in relation...... to problems within science education. STEM education research can be reduced (roughly) to four major problem areas: curriculum, empirical evaluation of existing practices and conditions, didactics, and professional development, where each of these categories can be concretised further according to grade...... between research and practice, (b) the idea of developmental teaching, and (c) the idea of theoretical thinking. This paper will present an example of subject-matter analysis for food production and food chemistry to illustrate practical consequences that follow from these three points....

  15. The National Ocean Sciences Bowl: An Effective Model for Engaging High School Students in Ocean Science

    Science.gov (United States)

    Holloway, A. E.

    2016-02-01

    The National Ocean Sciences Bowl (NOSB) is an informal high school education program that engages students in ocean and environmental science and exposes them to the breadth of ocean-related careers. The NOSB strives to train the next generation of interdisciplinary capable scientists and build a STEM-literate society that harnesses the power of ocean and climate science to address environmental, economic, and societal issues. Through the NOSB, students not only learn scientific principles, but also apply them to compelling real-world problems. The NOSB provides a richer STEM education and exposes students to ocean science topics they may not otherwise study through classroom curriculum. A longitudinal study that began in 2007 has shown that NOSB participants have an enhanced interest in ocean-related hobbies and environmental stewardship and an increasing number of these students have remained in the STEM pipeline and workforce.While the NOSB is primarily an academic competition, it has evolved since its creation in 1998 to include a variety of practical and professional development components. One of the program enhancements, the Scientific Expert Briefing (SEB), gives students the opportunity to apply what they have studied and think critically about current and ongoing ocean science challenges. The SEB helps students connect their knowledge of ocean science with current and proposed policy initiatives. Students gain significant research, writing, and presentation skills, while enhancing their ability for collaboration and consensus building, all vital workforce skills. Ultimately, the SEB teaches students how to communicate complex scientific research into digestible information for decision-makers and the general public.This poster will examine the impact of the NOSB and its role in strengthening the workforce pipeline through a combination of independent learning, competition, and opportunities for communication skills development.

  16. A Substantiation of Macdonald's Models in Science Curriculum Development.

    Science.gov (United States)

    Searles, W. E.

    1982-01-01

    A history and analysis of science curriculum development is presented. Factors which influence the selection and organization of content in a science curriculum are discussed, including Macdonald's curriculum development models, propositions for curriculum development, and changes made in science curricula during the last century. (CJ)

  17. Elements of Contemporary Integrated Science Curriculum: Impacts ...

    African Journals Online (AJOL)

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

  18. Improving the Science Curriculum with Bioethics.

    Science.gov (United States)

    Lundmark, Cathy

    2002-01-01

    Explains the importance of integrating bioethics into the science curriculum for student learning. Introduces a workshop designed for middle and high school science teachers teaching bioethics, its application to case studies, and how teachers can fit bioethics into their classroom. (YDS)

  19. chemistry syllabus of the nigeria science curriculum

    African Journals Online (AJOL)

    Preferred Customer

    The senior secondary two chemistry course content of the Nigerian science curriculum was assessed ... of the students. In Nigeria, the need to re-examine both what to teach in science and how to teach it led ..... primary school. Our industries ...

  20. Teaching Grade Eight Science with Reference to the Science Curriculum

    Directory of Open Access Journals (Sweden)

    Rasel Babu

    2016-08-01

    Full Text Available A mixed methodological approach was used to explore to what extent the science curriculum was being reflected in science teaching-learning of grade VIII students in Bangladesh. 160 students were randomly selected and 10 science teachers were purposively selected as study respondents. Fifteen science lessons were observed. Data were collected via student questionnaires, teacher interviews, and classroom observation checklists. Grade VIII science teaching-learning activities were not conducted according to the instructions of the science curriculum. Most teachers did not adhere to the curriculum and teacher's guide. Teachers mainly depended on lecture methods for delivering lessons. Learning by doing, demonstrating experiments, scientific inquiry, rational thinking, and analysing cause-effect relationships were noticeably absent. Teachers reported huge workloads and a lack of ingredients as reasons for not practising these activities. Teachers did not use teaching aids properly. Science teaching-learning was fully classroom centred, and students were never involved in any creative activities. 

  1. Designing a Science Curriculum Fit for Purpose

    Science.gov (United States)

    Millar, Robin

    2014-01-01

    The science curriculum to age 16 should be judged on how well it meets the needs of students who progress to A-level science courses and those (a larger number) who do not. To address the diversity of students' interests and aspirations, we need a clear view of the purposes of science education rooted in a view of the purposes of education itself.…

  2. Building a Global Ocean Science Education Network

    Science.gov (United States)

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

    2016-02-01

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

  3. Measuring Science Curriculum Improvement Study Teachers' Attitudinal Changes Toward Science.

    Science.gov (United States)

    Hovey, Larry Michael

    Investigated were three questions related to the relationship between a science teacher's attitude regarding the use of a newer science program, in this instance the Science Curriculum Improvement Study (SCIS): (1) Could the Projective Tests of Attitudes, originally designed for fifth-grade students, be modified for use with adults? (2) Is there a…

  4. Social Science Disciplines. Fundamental for Curriculum Development.

    Science.gov (United States)

    McLendon, Johathan C., Ed.

    This guide is written for the social studies curriculum developer interested in developing a structured multidisciplinary program based on the concepts, methodology, and structure of social science disciplines and history. Seven 15-29 page chapters are included on each discipline: Anthropology and Psychology, by Charles R. Berryman; Economics, by…

  5. Rock Cycle. K-6 Science Curriculum.

    Science.gov (United States)

    Blueford, J. R.; And Others

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

  6. Forensic Science Curriculum for High School Students

    Science.gov (United States)

    Burgess, Christiana J.

    Over the last several decades, forensic science---the application of science to civil and criminal legal matters---has become of increasing popularity with the public. The range of disciplines within the field is immense, offering individuals the potential for a unique career, regardless of their specific interests or expertise. In response to this growth, many organizations, both public and private, have recognized the need to create forensic science programs that strive to maintain and enhance the quality of forensic science education. Unfortunately, most of the emphasis placed on developing these materials relates to post-secondary education, and creates a significant lack of forensic science educational materials available in the U.S., especially in Oklahoma. The purpose of this project was to create a high school curriculum that provides the foundation for building a broad, yet comprehensive, overview of the field of forensic science and its associated disciplines. The overall goal was to create and provide course materials to high school teachers in order to increase their knowledge of forensic science such that they are able to teach its disciplines effectively and with accuracy. The Forensic Science Curriculum for High School Students includes sample lesson plans, PowerPoint presentations, and lab activities with step-by-step instructions.

  7. Public affairs events at Ocean Sciences Meeting

    Science.gov (United States)

    Uhlenbrock, Kristan

    2012-02-01

    AGU public affairs will be cohosting two special events at Ocean Sciences 2012 that offer scientists opportunities to expand their communication, policy, and media experience. Join the conversations that highlight two important topics to connect science to society.

  8. Ocean FEST: Families Exploring Science Together

    Science.gov (United States)

    Bruno, Barbara C.; Wiener, Carlie; Kimura, Arthur; Kimura, Rene

    2011-01-01

    This project engages elementary school students, parents, teachers, and administrators in ocean-themed family science nights based on a proven model. Our key goals are to: (1) educate participants about ocean and earth science issues that are relevant to their communities; and (2) inspire more underrepresented students, including Native Hawaiians,…

  9. Ocean Science Video Challenge Aims to Improve Science Communication

    Science.gov (United States)

    Showstack, Randy

    2013-10-01

    Given today's enormous management and protection challenges related to the world's oceans, a new competition calls on ocean scientists to effectively communicate their research in videos that last up to 3 minutes. The Ocean 180 Video Challenge, named for the number of seconds in 3 minutes, aims to improve ocean science communication while providing high school and middle school teachers and students with new and interesting educational materials about current science topics.

  10. Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum

    Science.gov (United States)

    Alshammari, Ahmad

    2013-01-01

    The MoE (Ministry of Education) in the state of Kuwait is starting to reform the science curriculum in all school academic stages: primary (1-5) grades, intermediate (6-9) grades, and secondary (10-12) grades. The purpose of this study was to explore the opinions of science teachers about Kuwait's new sixth and seventh grade science curriculum,…

  11. COMPUTATIONAL SCIENCE IN IN THE EDUCATIONAL CURRICULUM

    Directory of Open Access Journals (Sweden)

    José Manuel Cabrera Delgado

    2017-06-01

    Full Text Available How to incorporate Computer Science (CS into the basic education curriculum continues to be subject of controversy at the European level. Without there being a defined strategy on behalf of the European Union in this respect, several countries have begun their incorporation showing us the advantages and difficulties of such action. Main elements of CS, such as computational thinking and coding, are already being taught in schools, establishing the need for a curriculum adapted to the ages of the students, training for teachers and enough resources. The purpose of this article, from the knowledge of the experience of these countries, is to respond, or at least to reflect, on the answers to the following questions: what is CS?, what are their main elements?, why is it necessary?, at what age should CS be taught?, what requirements are needed for their incorporation?

  12. Environmental science: Oceans lose oxygen

    Science.gov (United States)

    Gilbert, Denis

    2017-02-01

    Oxygen is essential to most life in the ocean. An analysis shows that oxygen levels have declined by 2% in the global ocean over the past five decades, probably causing habitat loss for many fish and invertebrate species. See Letter p.335

  13. Western Indian Ocean Journal of Marine Science

    African Journals Online (AJOL)

    Western Indian Ocean Journal of Marine Science. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 3, No 2 (2004) >. Log in or Register to get access to full text downloads.

  14. Western Indian Ocean Journal of Marine Science

    African Journals Online (AJOL)

    Western Indian Ocean Journal of Marine Science. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 6, No 2 (2008) >. Log in or Register to get access to full text downloads.

  15. Ocean Sciences and Remote Sensing Research Facility

    Data.gov (United States)

    Federal Laboratory Consortium — FUNCTION: A 52,000 ft 2 state-of-the-art buildig designed to house NRL's Oceanography Division, part of the Ocean and Atmospheric Science and Technology Directorate....

  16. Ocean Filmmaking Camp @ Duke Marine Lab: Building Community with Ocean Science for a Better World

    Science.gov (United States)

    De Oca, M.; Noll, S.

    2016-02-01

    A democratic society requires that its citizens are informed of everyday's global issues. Out of all issues those related to ocean conservation can be hard to grasp for the general public and especially so for disadvantaged racial and ethnic groups. Opportunity-scarce communities generally have more limited access to the ocean and to science literacy programs. The Ocean Filmmaking Camp @ Duke Marine Lab (OFC@DUML) is an effort to address this gap at the level of high school students in a small coastal town. We designed a six-week summer program to nurture the talents of high school students from under-represented communities in North Carolina with training in filmmaking, marine science and conservation. Our science curriculum is especially designed to present the science in a locally and globally-relevant context. Class discussions, field trips and site visits develop the students' cognitive abilities while they learn the value of the natural environment they live in. Through filmmaking students develop their voice and their media literacy, while connecting with their local community, crossing class and racial barriers. By the end of the summer this program succeeds in encouraging students to engage in the democratic process on ocean conservation, climate change and other everyday affairs affecting their local communities. This presentation will cover the guiding principles followed in the design of the program, and how this high impact-low cost program is implemented. In its first year the program was co-directed by a graduate student and a local high school teacher, who managed more than 20 volunteers with a total budget of $1,500. The program's success was featured in the local newspaper and Duke University's Environment Magazine. This program is an example of how ocean science can play a part in building a better world, knitting diverse communities into the fabric of the larger society with engaged and science-literate citizens living rewarding lives.

  17. Surviving the Implementation of a New Science Curriculum

    Science.gov (United States)

    Lowe, Beverly; Appleton, Ken

    2015-12-01

    Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new science curriculum through meetings, training, and exploring the new Australian curriculum documents. This article examines the support and preparation for implementation provided in two regional schools, with a closer look at six specific teachers and their science teaching practices as they attempted to implement the new science curriculum. The use of a survey, field observations, and interviews revealed the schools' preparation practices and the teachers' practices, including the support provided to implement the new science curriculum. A description and analysis of school support and preparation as well as teachers' views of their experiences implementing the new science curriculum reveal both achievements and shortcomings. Problematic issues for the two schools and teachers include time to read and comprehend the curriculum documents and content expectations as well as time to train and change the current processes effectively. The case teachers' experiences reveal implications for the successful and effective implementation of new curriculum and curriculum reform.

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

    Science.gov (United States)

    Agricultural Education Magazine, 2002

    2002-01-01

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

  19. On track for success: an innovative behavioral science curriculum model.

    Science.gov (United States)

    Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M

    2013-01-01

    This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.

  20. Lindstrom Receives 2013 Ocean Sciences Award: Citation

    Science.gov (United States)

    Gordon, Arnold L.; Lagerloef, Gary S. E.

    2014-09-01

    Eric J. Lindstrom's record over the last 3 decades exemplifies both leadership and service to the ocean science community. Advancement of ocean science not only depends on innovative research but is enabled by support of government agencies. As NASA program scientist for physical oceanography for the last 15 years, Eric combined his proven scientific knowledge and skilled leadership abilities with understanding the inner workings of our government bureaucracy, for the betterment of all. He is a four-time NASA headquarters medalist for his achievements in developing a unified physical oceanography program that is well integrated with those of other federal agencies.

  1. Uncovering Portuguese teachers’ difficulties in implementing sciences curriculum

    Directory of Open Access Journals (Sweden)

    Clara Vasconcelos

    2015-12-01

    Full Text Available Many countries recognize the positive and effective results of improving science education through the introduction of reforms in the sciences curriculum. However, some important issues are generally neglected like, for example, the involvement of the teachers in the reform process. Taking the sciences curriculum reform under analysis and benefitting from 10 years of teachers’ experiences in teaching sciences based on this curriculum, 19 semi-structure interviews were applied so as to identify the major difficulties felt by science teachers when implementing the Portuguese sciences curriculum in the third cycle of middle school (pupils’ age range of 12–15. Some of the difficulties depicted by the data analysis include: length of the curriculum, lack of time, unsuitable laboratory facilities, insufficient means and materials for experimental work, pupils’ indiscipline and little interest in learning sciences. Although less frequently mentioned, the lack of professional development was also referred to as a constraint that seems to play an essential role in this process. Some recommendations for improving the success of sciences curriculum reforms’ implementation are given: defining and conceptualizing curricular policies by relating the reality of both the schools and the science classrooms; reorganizing and restructuring pre-service teachers’ courses; organizing professional development courses for in-service teachers.

  2. Curriculum Design for Inquiry: Preservice Elementary Teachers' Mobilization and Adaptation of Science Curriculum Materials

    Science.gov (United States)

    Forbes, Cory T.; Davis, Elizabeth A.

    2010-01-01

    Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study…

  3. Ocean FEST (Families Exploring Science Together)

    Science.gov (United States)

    Bruno, B. C.; Wiener, C. S.

    2009-12-01

    Ocean FEST (Families Exploring Science Together) exposes families to cutting-edge ocean science research and technology in a fun, engaging way. Research has shown that family involvement in science education adds significant value to the experience. Our overarching goal is to attract underrepresented students (including Native Hawaiians, Pacific Islanders and girls) to geoscience careers. A second goal is to communicate to diverse audiences that geoscience is directly relevant and applicable to their lives, and critical in solving challenges related to global climate change. Ocean FEST engages elementary school students, parents, teachers, and administrators in family science nights based on a proven model developed by Art and Rene Kimura of the Hawaii Space Grant Consortium. Our content focuses on the role of the oceans in climate change, and is based on the transformative research of the NSF Center for Microbial Oceanography: Research and Education (C-MORE) and the Hawaii Institute of Marine Biology (HIMB). Through Ocean FEST, underrepresented students and their parents and teachers learn about new knowledge being generated at Hawaii’s world-renowned ocean research institutes. In the process, they learn about fundamental geoscience concepts and career opportunities. This project is aligned with C-MORE’s goal of increasing the number of underrepresented students pursuing careers in the ocean and earth sciences, and related disciplines. Following a successful round of pilot events at elementary schools on Oahu, funding was obtained through NSF Opportunities for Enhancing Diversity in the Geosciences to implement a three-year program at minority-serving elementary schools in Hawaii. Deliverables include 20 Ocean FEST events per year (each preceded by teacher professional development training), a standards-based program that will be disseminated locally and nationally, three workshops to train educators in program delivery, and an Ocean FEST science kit. In

  4. Mentoring BUGS: An Integrated Science and Technology Curriculum

    Science.gov (United States)

    Harrell, Pamela Esprivalo; Walker, Michelle; Hildreth, Bertina; Tyler-Wood, Tandra

    2004-01-01

    The current study describes an authentic learning experience designed to develop technology and science process skills through a carefully scaffolded curriculum using mealworms as a content focus. An individual mentor assigned to each 4th and 5th grade girl participating in the program delivered the curriculum. Results indicate mastery of science…

  5. Surviving the Implementation of a New Science Curriculum

    Science.gov (United States)

    Lowe, Beverly; Appleton, Ken

    2015-01-01

    Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new…

  6. Curriculum Assessment in Social Sciences at Universiti Pendidikan Sultan Idris

    Science.gov (United States)

    Saleh, Hanifah Mahat Yazid; Hashim, Mohmadisa; Yaacob, Norazlan Hadi; Kasim, Adnan Jusoh Ahmad Yunus

    2015-01-01

    The purpose of this paper is to discuss the effectiveness of the curriculum implementation for undergraduate programme in the Faculty of Human Sciences, UPSI producing quality and competitive educators. Curriculum implementation has to go through an assessment process that aims to determine the problem, select relevant information and collect and…

  7. Western Indian Ocean Journal of Marine Science

    African Journals Online (AJOL)

    The Western Indian Ocean Journal of Marine Science (WIOJMS) provides an avenue for ... Effects of blood meal as a substitute for fish meal in the culture of juvenile Silver ... area of eastern Africa: the case of Quirimbas National Park, Mozambique ... This work is licensed under a Creative Commons Attribution 3.0 License.

  8. Noise Pollution--An Overlooked Issue in the Science Curriculum.

    Science.gov (United States)

    Treagust, David F.; Kam, Goh Ah

    1985-01-01

    Discusses the need for including noise pollution in the science curriculum and describes 10 activities for improving students' awareness and understanding of and concern for noise and its effects. (Author/JN)

  9. INTRODUCTION TO SCIENCE: A CURRICULUM APPROACH

    Directory of Open Access Journals (Sweden)

    André A. G. Bianco

    2007-05-01

    Full Text Available International and national institutions concerned with higher education recommendthe inclusion in curriculum of strategies to promote development of aditional skills thentraditionals memorazing habilities and contents reproduction. Between this, specialattention is given to stimulating the critical capacitie. To develop this skills, was given aproject, included into the Biochemistry discipline, with freshmen students in the Nutritioncourse of the Saúde Pública College of USP. The project consisted into the scientificarticles analysis and in the elaboration of research projects at the Scientific Initiation level.The first part presented the way how Science is divulged and the second, the mold that thescientific knowledge is generated. All activities was always conducted by activecommunication strategy. The general goal was bring near the students of scientificproceedings, contribute to developed scientific attitude, that is to say, critical sense. Theproceeding was evaluated by quantitative methods (questionnaire and qualitative(interview with differents participant and the results point for a significative increase ofknowledge of scientific job and a developed of yerned skills.

  10. The Social Science Curriculum of the Two-Year College.

    Science.gov (United States)

    Friedlander, Jack

    1980-01-01

    Describes a nationwide study to identify: (1) the representation of different areas within the social sciences (i.e. anthropology, economics, history, political science, psychology, social/ethnic studies, sociology, and interdisciplinary social sciences) in the two-year college curriculum, and (2) which courses were offered for transfer,…

  11. The South Carolina Amazing Coast Program: Using Ocean Sciences to Address Next Generation Science Standards in Grades 3-5

    Science.gov (United States)

    Bell, E. V.; Thomas, C.; Weiss, B.; Bliss, A.; Spence, L.

    2013-12-01

    The Next Generation Science Standards (NGSS) are more inclusive of ocean sciences than the National Science Standards and respective state science standards. In response, the Center for Ocean Sciences Education Excellence-SouthEast (COSEE SE) is piloting the South Carolina's Amazing Coast (SCAC) program: a three-year initiative that incorporates ocean science concepts in grades 3-5 with the goals of addressing NGSS, STEM (science-technology-engineering-math) disciplines, and inquiry skills. The SCAC program targeted two Charleston County, South Carolina elementary schools that were demographically similar: Title 1 status (75% free or reduced lunch), > 90% African American student population, grade level size inquiry skills. Specifically, third grade students learn about coastal habitats, animal and plant adaptations, and human impacts to the environment, and engage in a salt marsh restoration capstone project. This part of the curriculum aligns with the NGSS Core Ideas 3-LS1, 3-LS3, 3-LS4, 3-ESS3. The fourth grade students learn about weather, organism responses to the environment, and engage in a weather buoy construction capstone project. This part of the curriculum aligns with the NGSSS Core Ideas 4-LS1, 4-ESS2, 4-ESS3, 3-5-ETS1. In 5th grade, students focus specifically on the ocean ecosystem, human impacts on the environment and engage in a capstone project of designing and constructing remotely operated vehicles. This part of the curriculum aligns with NGSS Core Ideas 5-PS2, 5-LS1, 5-LS2, 5-ESS2, 3-5-ETS1. Initial evaluation results indicate that the SCAC teachers value the coach mentor approach for teacher professional development as well as the impact of field based experiences, place-based learning, and a culminating capstone project on student learning. Teacher feedback also indicates elements of sustainability that extend beyond the scope of the pilot project.These initial evaluation results poise the SCAC curriculum to be replicated in other

  12. Ka Hana `Imi Na`auao: A Science Curriculum Project

    Science.gov (United States)

    Napeahi, K.; Roberts, K. D.; Galloway, L. M.; Stodden, R. A.; Akuna, J.; Bruno, B.

    2005-12-01

    In antiquity, the first people to step foot on what are now known as the Hawaiian islands skillfully traversed the Pacific Ocean using celestial navigation and learned observations of scientific phenomena. Long before the Western world ventured beyond the horizon, Hawaiians had invented the chronometer, built aqueduct systems (awai) that continue to amaze modern engineers, and had preventive health systems as well as a comprehensive knowledge of medicinal plants (including antivirals) which only now are working their way through trials for use in modern pharmacopia. Yet, today, Native Hawaiians are severely underrepresented in science-related fields, reflecting (in part) a failure of the Western educational system to nurture the potential of these resourceful students, particularly the many "at-risk" students who are presently over-represented in special education. A curriculum which draws from and incorporates traditional Hawaiian values and knowledge is needed to reinforce links to the inquiry process which nurtured creative thinking during the renaissance of Polynesian history. The primary goal of the Ka Hana `Imi Na`auao Project (translation: `science` or `work in which you seek enlightenment, knowledge or wisdom`) is to increase the number of Native Hawaiian adults in science-related postsecondary education and employment fields. Working closely with Native Hawaiian cultural experts and our high school partners, we will develop and implement a culturally responsive 11th and 12th grade high school science curriculum, infused with math, literacy and technology readiness skills. Software and assistive technology will be used to adapt instruction to individual learners` reading levels, specific disabilities and learning styles. To ease the transition from secondary to post-secondary education, selected grade 12 students will participate in planned project activities that link high school experiences with college science-related programs of study. Ka Hana `Imi Na

  13. Archives: Western Indian Ocean Journal of Marine Science

    African Journals Online (AJOL)

    Items 1 - 29 of 29 ... Archives: Western Indian Ocean Journal of Marine Science. Journal Home > Archives: Western Indian Ocean Journal of Marine Science. Log in or Register to get access to full text downloads.

  14. Western Indian Ocean Journal of Marine Science: Journal ...

    African Journals Online (AJOL)

    Western Indian Ocean Journal of Marine Science: Journal Sponsorship. Journal Home > About the Journal > Western Indian Ocean Journal of Marine Science: Journal Sponsorship. Log in or Register to get access to full text downloads.

  15. Automated sensor networks to advance ocean science

    Science.gov (United States)

    Schofield, O.; Orcutt, J. A.; Arrott, M.; Vernon, F. L.; Peach, C. L.; Meisinger, M.; Krueger, I.; Kleinert, J.; Chao, Y.; Chien, S.; Thompson, D. R.; Chave, A. D.; Balasuriya, A.

    2010-12-01

    The National Science Foundation has funded the Ocean Observatories Initiative (OOI), which over the next five years will deploy infrastructure to expand scientist’s ability to remotely study the ocean. The deployed infrastructure will be linked by a robust cyberinfrastructure (CI) that will integrate marine observatories into a coherent system-of-systems. OOI is committed to engaging the ocean sciences community during the construction pahse. For the CI, this is being enabled by using a “spiral design strategy” allowing for input throughout the construction phase. In Fall 2009, the OOI CI development team used an existing ocean observing network in the Mid-Atlantic Bight (MAB) to test OOI CI software. The objective of this CI test was to aggregate data from ships, autonomous underwater vehicles (AUVs), shore-based radars, and satellites and make it available to five different data-assimilating ocean forecast models. Scientists used these multi-model forecasts to automate future glider missions in order to demonstrate the feasibility of two-way interactivity between the sensor web and predictive models. The CI software coordinated and prioritized the shared resources that allowed for the semi-automated reconfiguration of assett-tasking, and thus enabled an autonomous execution of observation plans for the fixed and mobile observation platforms. Efforts were coordinated through a web portal that provided an access point for the observational data and model forecasts. Researchers could use the CI software in tandem with the web data portal to assess the performance of individual numerical model results, or multi-model ensembles, through real-time comparisons with satellite, shore-based radar, and in situ robotic measurements. The resulting sensor net will enable a new means to explore and study the world’s oceans by providing scientists a responsive network in the world’s oceans that can be accessed via any wireless network.

  16. Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

    Science.gov (United States)

    Forbes, Cory T.

    2011-01-01

    Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

  17. Curriculum optimization of College of Optical Science and Engineering

    Science.gov (United States)

    Wang, Xiaoping; Zheng, Zhenrong; Wang, Kaiwei; Zheng, Xiaodong; Ye, Song; Zhu, Yuhui

    2017-08-01

    The optimized curriculum of College of Optical Science and Engineering is accomplished at Zhejiang University, based on new trends from both research and industry. The curriculum includes general courses, foundation courses such as mathematics and physics, major core courses, laboratory courses and several module courses. Module courses include optical system designing, optical telecommunication, imaging and vision, electronics and computer science, optoelectronic sensing and metrology, optical mechanics and materials, basics and extension. These curricula reflect the direction of latest researches and relates closely with optoelectronics. Therefore, students may combine flexibly compulsory courses with elective courses, and establish the personalized curriculum of "optoelectronics + X", according to their individual strengths and preferences.

  18. Horizontal integration of the basic sciences in the chiropractic curriculum.

    Science.gov (United States)

    Ward, Kevin P

    2010-01-01

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

  19. Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

    Science.gov (United States)

    Ward, Kevin P.

    2010-01-01

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

  20. National Ocean Sciences Bowl in 2014: A National Competition for High School Ocean Science Education

    Science.gov (United States)

    2015-03-31

    and Environmental Science (NJ). Through creative storytelling and visualization, "Ocean Acidification" addressed human actions that increase carbon... history . They also are beginning to understand the interplay between areas of science, something that is rarely taught. To he an effective scientist

  1. Nuclear power and the science curriculum

    International Nuclear Information System (INIS)

    Scott, W.

    1980-01-01

    The curriculum provision in UK schools for studies of nuclear power, its scientific aspects, its technologies and its effect upon society are examined in the light of present concern for an informed lay opinion. (U.K.)

  2. Student teachers' views: what is an interesting life sciences curriculum?

    OpenAIRE

    Rian de Villiers

    2011-01-01

    In South Africa, the Grade 12 'classes of 2008 and 2009' were the first to write examinations under the revised Life Sciences (Biology) curriculum which focuses on outcomes-based education (OBE). This paper presents an exploration of what students (as learners) considered to be difficult and interesting in Grades 10-12 Life Sciences curricula in the Further Education and Training (FET) phase. A sample of 125 first year, pre-service Life Sciences and Natural Sciences teachers from a university...

  3. Shifts in funding for science curriculum design and their (unintended) consequences

    NARCIS (Netherlands)

    Pareja Roblin, Natalie; Schunn, Christian; Bernstein, Debra; McKenney, Susan

    2016-01-01

    Federal agencies in the Unites States invest heavily in the development of science curriculum materials, which can significantly facilitate science education reform. The current study describes the characteristics of K-12 science curriculum materials produced by federally funded projects between

  4. Multicultural Science Education and Curriculum Materials

    Science.gov (United States)

    Atwater, Mary M.

    2010-01-01

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

  5. Customization of Curriculum Materials in Science: Motives, Challenges, and Opportunities

    Science.gov (United States)

    Romine, William L.; Banerjee, Tanvi

    2012-01-01

    Exemplary science instructors use inquiry to tailor content to student's learning needs; traditional textbooks treat science as a set of facts and a rigid curriculum. Publishers now allow instructors to compile pieces of published and/or self-authored text to make custom textbooks. This brings numerous advantages, including the ability to produce…

  6. Arguing for Computer Science in the School Curriculum

    Science.gov (United States)

    Fluck, Andrew; Webb, Mary; Cox, Margaret; Angeli, Charoula; Malyn-Smith, Joyce; Voogt, Joke; Zagami, Jason

    2016-01-01

    Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At…

  7. Nuclear Science Curriculum and Curriculum para la Ciencia Nuclear.

    Science.gov (United States)

    American Nuclear Society, La Grange Park, IL.

    This document presents a course in the science of nuclear energy, units of which may be included in high school physics, chemistry, and biology classes. It is intended for the use of teachers whose students have already completed algebra and chemistry or physics. Included in this paper are the objectives of this course, a course outline, a…

  8. Science Curriculum Components Favored by Taiwanese Biology Teachers

    Science.gov (United States)

    Lin, Chen-Yung; Hu, Reping; Changlai, Miao-Li

    2005-09-01

    The new 1-9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and pre-service biology teachers were asked to determine which science curriculum components they liked and disliked most of all to include in their biology classes. The data show that the rank order of these science curriculum components, from top to bottom, was as follows: application of science, manipulation skills, scientific concepts, social/ethical issues, problem-solving skills, and the history of science. They also showed that pre-service biology teachers, as compared with in-service biology teachers, favored problem-solving skills significantly more than manipulative skills, while in-service biology teachers, as compared with pre-service biology teachers, favored manipulative skills significantly more than problem-solving skills. Some recommendations for ensuring the successful implementation of the Taiwanese 1-9 curriculum framework are also proposed.

  9. Dynamic Reusable Workflows for Ocean Science

    Directory of Open Access Journals (Sweden)

    Richard P. Signell

    2016-10-01

    Full Text Available Digital catalogs of ocean data have been available for decades, but advances in standardized services and software for catalog searches and data access now make it possible to create catalog-driven workflows that automate—end-to-end—data search, analysis, and visualization of data from multiple distributed sources. Further, these workflows may be shared, reused, and adapted with ease. Here we describe a workflow developed within the US Integrated Ocean Observing System (IOOS which automates the skill assessment of water temperature forecasts from multiple ocean forecast models, allowing improved forecast products to be delivered for an open water swim event. A series of Jupyter Notebooks are used to capture and document the end-to-end workflow using a collection of Python tools that facilitate working with standardized catalog and data services. The workflow first searches a catalog of metadata using the Open Geospatial Consortium (OGC Catalog Service for the Web (CSW, then accesses data service endpoints found in the metadata records using the OGC Sensor Observation Service (SOS for in situ sensor data and OPeNDAP services for remotely-sensed and model data. Skill metrics are computed and time series comparisons of forecast model and observed data are displayed interactively, leveraging the capabilities of modern web browsers. The resulting workflow not only solves a challenging specific problem, but highlights the benefits of dynamic, reusable workflows in general. These workflows adapt as new data enter the data system, facilitate reproducible science, provide templates from which new scientific workflows can be developed, and encourage data providers to use standardized services. As applied to the ocean swim event, the workflow exposed problems with two of the ocean forecast products which led to improved regional forecasts once errors were corrected. While the example is specific, the approach is general, and we hope to see increased

  10. Dynamic reusable workflows for ocean science

    Science.gov (United States)

    Signell, Richard; Fernandez, Filipe; Wilcox, Kyle

    2016-01-01

    Digital catalogs of ocean data have been available for decades, but advances in standardized services and software for catalog search and data access make it now possible to create catalog-driven workflows that automate — end-to-end — data search, analysis and visualization of data from multiple distributed sources. Further, these workflows may be shared, reused and adapted with ease. Here we describe a workflow developed within the US Integrated Ocean Observing System (IOOS) which automates the skill-assessment of water temperature forecasts from multiple ocean forecast models, allowing improved forecast products to be delivered for an open water swim event. A series of Jupyter Notebooks are used to capture and document the end-to-end workflow using a collection of Python tools that facilitate working with standardized catalog and data services. The workflow first searches a catalog of metadata using the Open Geospatial Consortium (OGC) Catalog Service for the Web (CSW), then accesses data service endpoints found in the metadata records using the OGC Sensor Observation Service (SOS) for in situ sensor data and OPeNDAP services for remotely-sensed and model data. Skill metrics are computed and time series comparisons of forecast model and observed data are displayed interactively, leveraging the capabilities of modern web browsers. The resulting workflow not only solves a challenging specific problem, but highlights the benefits of dynamic, reusable workflows in general. These workflows adapt as new data enters the data system, facilitate reproducible science, provide templates from which new scientific workflows can be developed, and encourage data providers to use standardized services. As applied to the ocean swim event, the workflow exposed problems with two of the ocean forecast products which led to improved regional forecasts once errors were corrected. While the example is specific, the approach is general, and we hope to see increased use of dynamic

  11. New curriculum at Nuclear Science Department, National University of Malaysia

    International Nuclear Information System (INIS)

    Shahidan bin Radiman; Ismail bin Bahari

    1995-01-01

    A new undergraduate curriculum at the Department of Nuclear Science, Universiti Kebangsaan Malaysia is discussed. It includes the rational and objective of the new curriculum, course content and expectations due to a rapidly changing job market. The major change was a move to implement only on one Nuclear Science module rather than the present three modules of Radiobiology, Radiochemistry and Nuclear Physics. This will optimise not only laboratory use of facilities but also effectiveness of co-supervision. Other related aspects like industrial training and research exposures for the undergraduates are also discussed

  12. Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification

    Science.gov (United States)

    Danielson, Kathryn I.; Tanner, Kimberly D.

    2015-01-01

    Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What…

  13. INTRODUCTION TO SCIENCE: A CURRICULUM APPROACH

    OpenAIRE

    Bianco, André A. G.; Biochemistry Departament, Chemistry Institute, Sao Paulo University, Sao Paulo.; Torres, Bayardo B.; Biochemistry Departament, Chemistry Institute, Sao Paulo University, Sao Paulo.

    2007-01-01

    International and national institutions concerned with higher education recommendthe inclusion in curriculum of strategies to promote development of aditional skills thentraditionals memorazing habilities and contents reproduction. Between this, specialattention is given to stimulating the critical capacitie. To develop this skills, was given aproject, included into the Biochemistry discipline, with freshmen students in the Nutritioncourse of the Saúde Pública College of USP. The project cons...

  14. Ocean Literacy from kindergarten to secondary school: a vertically articulated curriculum on marine micro-plastics

    Science.gov (United States)

    Realdon, Giulia; Candussio, Giuliana; Manià, Marinella; Palamin, Serenella

    2017-04-01

    Marine micro-plastics are a relatively recent issue in research (Thompson et al. 2004), in the media and in education and, due to novelty and relevance, they are a suitable topic for addressing Ocean Literacy within science teaching to different age groups. In fact marine micro-plastics can be used to introduce Ocean Literacy and environmental science, but also traditional science subjects like biology, chemistry and Earth science, with a system approach focused on "understanding the Ocean's influence on humans and human influence on the Ocean". Inspired by the growing public interest for marine micro-plastics and by the lack of specific teaching activities in our country (Italy), we developed a vertically articulated curriculum on micro-plastics for students aged 5-15 years. Our proposal is based on a number of practical activities realized with different language and communication styles to be suitable for different age groups. For younger students (age 5-7) we use drama to address micro-plastics bioaccumulation in marine food chains: children act as fish of different trophic levels who pretend to "eat" micro-plastics models (built from plastic bottles) until the biggest fish is captured and ends up as a "meal" shared by other pupils. Teachers guide the performance and stimulate observations and remarks about the origin of micro-plastics and the correct management of plastic objects. The performance has been documented in a video and presented in a national teacher workshop (3 Giorni per la Scuola, Napoli 2015). For students aged 8-13 we propose observation and manipulation of common household plastic objects, followed by physical/chemical testing of different polymers to understand plastics characteristics that make these materials valuable but troublesome at the same time. Students then observe sand samples, taken from a local beach, containing natural components and man-made fragments (including micro-plastics), so they can directly experience the fate of

  15. The future of naval ocean science research

    Science.gov (United States)

    Orcutt, John A.; Brink, Kenneth

    The Ocean Studies Board (OSB) of the National Research Council reviewed the changing role of basic ocean science research in the Navy at a recent board meeting. The OSB was joined by Gerald Cann, assistant secretary of the Navy for research, development, and acquisition; Geoffrey Chesbrough, oceanographer of the Navy; Arthur Bisson, deputy assistant secretary of the Navy for antisubmarine warfare; Robert Winokur, technical director of the Office of the Oceanographer of the Navy; Bruce Robinson, director of the new science directorate at the Office of Naval Research (ONR); and Paul Gaffney, commanding officer of the Naval Research Laboratory (NRL). The past 2-3 years have brought great changes to the Navy's mission with the dissolution of the former Soviet Union and challenges presented by conflicts in newly independent states and developing nations. The new mission was recently enunciated in a white paper, “From the Sea: A New Direction for the Naval Service,” which is signed by the secretary of the Navy, the chief of naval operations, and the commandant of the Marine Corps. It departs from previous plans by proposing a heavier emphasis on amphibious operations and makes few statements about the traditional Navy mission of sea-lane control.

  16. Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Science

    Science.gov (United States)

    Forbes, Cory T.

    2013-01-01

    In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two "reflective teaching assignments" completed by 46 preservice elementary teachers in an undergraduate elementary science…

  17. Student Teachers' Views: What Is an Interesting Life Sciences Curriculum?

    Science.gov (United States)

    de Villiers, Rian

    2011-01-01

    In South Africa, the Grade 12 "classes of 2008 and 2009" were the first to write examinations under the revised Life Sciences (Biology) curriculum which focuses on outcomes-based education (OBE). This paper presents an exploration of what students (as learners) considered to be difficult and interesting in Grades 10-12 Life Sciences…

  18. Consumer Citizenship Curriculum Guides for Social Studies, English, Science, Mathematics.

    Science.gov (United States)

    MacKenzie, Louise; Smith, Alice

    These four consumer citizenship curriculum guides for social studies, English, science, and mathematics incorporate consumer education into these subject matter areas in grades 8-12. Each guide is organized around 10 main component/goals. They are basic economics in the marketplace, credit, consumer law/protection, banking skills, comparison…

  19. Microsoft Excel Software Usage for Teaching Science and Engineering Curriculum

    Science.gov (United States)

    Singh, Gurmukh; Siddiqui, Khalid

    2009-01-01

    In this article, our main objective is to present the use of Microsoft Software Excel 2007/2003 for teaching college and university level curriculum in science and engineering. In particular, we discuss two interesting and fascinating examples of interactive applications of Microsoft Excel targeted for undergraduate students in: 1) computational…

  20. Teachers and Science Curriculum Materials: Where We Are and Where We Need to Go

    Science.gov (United States)

    Davis, Elizabeth A.; Janssen, Fred J. J. M.; Van Driel, Jan H.

    2016-01-01

    Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised…

  1. Ocean Color and Earth Science Data Records

    Science.gov (United States)

    Maritorena, S.

    2014-12-01

    The development of consistent, high quality time series of biogeochemical products from a single ocean color sensor is a difficult task that involves many aspects related to pre- and post-launch instrument calibration and characterization, stability monitoring and the removal of the contribution of the atmosphere which represents most of the signal measured at the sensor. It is even more challenging to build Climate Data Records (CDRs) or Earth Science Data Records (ESDRs) from multiple sensors as design, technology and methodologies (bands, spectral/spatial resolution, Cal/Val, algorithms) differ from sensor to sensor. NASA MEaSUREs, ESA Climate Change Initiative (CCI) and IOCCG Virtual Constellation are some of the underway efforts that investigate or produce ocean color CDRs or ESDRs from the recent and current global missions (SeaWiFS, MODIS, MERIS). These studies look at key aspects of the development of unified data records from multiple sensors, e.g. the concatenation of the "best" individual records vs. the merging of multiple records or band homogenization vs. spectral diversity. The pros and cons of the different approaches are closely dependent upon the overall science purpose of the data record and its temporal resolution. While monthly data are generally adequate for biogeochemical modeling or to assess decadal trends, higher temporal resolution data records are required to look into changes in phenology or the dynamics of phytoplankton blooms. Similarly, short temporal resolution (daily to weekly) time series may benefit more from being built through the merging of data from multiple sensors while a simple concatenation of data from individual sensors might be better suited for longer temporal resolution (e.g. monthly time series). Several Ocean Color ESDRs were developed as part of the NASA MEaSUREs project. Some of these time series are built by merging the reflectance data from SeaWiFS, MODIS-Aqua and Envisat-MERIS in a semi-analytical ocean color

  2. Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification

    Science.gov (United States)

    Danielson, Kathryn I.; Tanner, Kimberly D.

    2015-01-01

    Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. PMID:26163563

  3. Student teachers' views: what is an interesting life sciences curriculum?

    Directory of Open Access Journals (Sweden)

    Rian de Villiers

    2011-01-01

    Full Text Available In South Africa, the Grade 12 'classes of 2008 and 2009' were the first to write examinations under the revised Life Sciences (Biology curriculum which focuses on outcomes-based education (OBE. This paper presents an exploration of what students (as learners considered to be difficult and interesting in Grades 10-12 Life Sciences curricula in the Further Education and Training (FET phase. A sample of 125 first year, pre-service Life Sciences and Natural Sciences teachers from a university responded to a questionnaire in regard to their experiences with the newly implemented FET Life Sciences curricula. The responses to the questions were analysed qualitatively and/or quantitatively. Friedman tests were used to compare the mean rankings of the four different content knowledge areas within each curriculum, and to make cross-curricular comparisons of the mean rankings of the same content knowledge area for all three curricula. All four content areas of Grade 12 were considered as being more interesting than the other two grades. In terms of difficulty, the students found the Grade 10 curriculum themes the most difficult, followed by the Grade 12 and the Grade 11 curricula. Most of the students found the themes under the content area Diversity, change and continuity (Grades 10-12 more difficult to learn than the other three content areas. It is recommended that more emphasis needs to be placed on what learners are interested in, and on having this incorporated into Life Sciences curricula.

  4. elements of contemporary integrated science curriculum

    African Journals Online (AJOL)

    both science and technology (Hurd, 1975). Discoveries in nature are made easier through integration of ideas, thoughts and concepts. To this end, science teaching in the modern world ought to be interdisciplinary, unified, society based and aspire above all to achieve scientific literacy (Arokoyu and Dike, 2009). These are.

  5. Science and Technology Teachers' Views of Primary School Science and Technology Curriculum

    Science.gov (United States)

    Yildiz-Duban, Nil

    2013-01-01

    This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an…

  6. Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum

    Science.gov (United States)

    Edelson, Daniel C.

    2007-01-01

    With the dramatic growth of environmental science as an elective in high schools over the last decade, educators have the opportunity to realistically consider the possibility of incorporating environmental science into the core high school curriculum. Environmental science has several characteristics that make it a candidate for the core…

  7. Language games: Christian fundamentalism and the science curriculum

    Science.gov (United States)

    Freund, Cheryl J.

    Eighty years after the Scope's Trial, the debate over evolution in the public school curriculum is alive and well. Historically, Christian fundamentalists, the chief opponents of evolution in the public schools, have used the court system to force policymakers, to adopt their ideology regarding evolution in the science curriculum. However, in recent decades their strategy has shifted from the courts to the local level, where they pressure teachers and school boards to include "alternate theories" and the alleged "flaws" and "inconsistencies" of evolution in the science curriculum. The purpose of this content analysis study was to answer the question: How do Christian fundamentalists employ rhetorical strategies to influence the science curriculum? The rhetorical content of several public legal and media documents resulting from a lawsuit filed against the Athens Public Schools by the American Center of Law and Justice were analyzed for the types of rhetorical strategies employed by the participants engaged in the scientific, legal, and public discourse communities. The study employed an analytical schema based on Ludwig Wittgenstein's theory of language games, Lawrence Prelli's theory of discourse communities, and Michael Apple's notion of constitutive and preference rules. Ultimately, this study revealed that adroit use of the constitutive and preference rules of the legal and public discourse communities allowed the school district to reframe the creation-evolution debate, thereby avoiding a public spectacle and ameliorating the power of creationist language to affect change in the science curriculum. In addition, the study reinforced the assertion that speakers enjoy the most persuasive power when they attend to the preference rules of the public discourse community.

  8. Ocean FEST and TECH: Inspiring Hawaii's Students to Pursue Ocean, Earth and Environmental Science Careers

    Science.gov (United States)

    Bruno, B. C.; Wren, J. L.; Ayau, J. F.

    2013-12-01

    Ocean TECH (Technology Expands Career Horizons) is a new initiative funded by NSF/GeoEd to stimulate interest in ocean, earth and environmental science careers - and the college majors that lead to such careers - among Hawaii's underrepresented students in grades 6-14. The Ocean TECH project features hands-on ocean science and technology and interactions with career professionals. Ocean TECH builds upon Ocean FEST (Families Exploring Science Together), a previous NSF/OEDG project aimed at teaching fun hands-on science in culturally and locally relevant ways to Hawaii's elementary school students and their families. Ocean FEST was rigorously evaluated (including cognitive pre-testing developed in partnership with external evaluators) and shown to be successful both in teaching science content and changing attitudes toward ocean, earth and environmental science careers. Over the course of the four-year grant, Ocean FEST reached 20,99 students and adults, including 636 classroom teachers and other volunteers who assisted with program delivery, most of whom were from underrepresented groups. For more info on Ocean FEST: http://oceanfest.soest.hawaii.edu/ Ocean TECH events have various formats, but common themes include: (1) Using technology as a hook to engage students in ocean, earth and environmental science. (2) Bringing middle school through community college students to college campuses, where they engage in hands-on science activities and learn about college majors. (3) Drawing direct links between the students' hands-on science activities and the research currently occurring at the UH Manoa's School of Ocean and Earth Science and Technology (SOEST), such as C-MORE and HOT research. (4) Respecting and valuing students' local knowledge and experiences. (5) Explicitly showing, through concrete examples, how becoming an ocean, earth or environmental scientist addresses would beneit Hawaii (6) Having graduate students from diverse backgrounds serve as instructors and

  9. Science requirements and the design of cabled ocean observatories

    Directory of Open Access Journals (Sweden)

    H. Mikada

    2006-06-01

    Full Text Available The ocean sciences are beginning a new phase in which scientists will enter the ocean environment and adaptively observe the Earth-Ocean system through remote control of sensors and sensor platforms. This new ocean science paradigm will be implemented using innovative facilities called ocean observatories which provide unprecedented levels of power and communication to access and manipulate real-time sensor networks deployed within many different environments in the ocean basins. Most of the principal design drivers for ocean observatories differ from those for commercial submarine telecommunications systems. First, ocean observatories require data to be input and output at one or more seafloor nodes rather than at a few land terminuses. Second, ocean observatories must distribute a lot of power to the seafloor at variable and fluctuating rates. Third, the seafloor infrastructure for an ocean observatory inherently requires that the wet plant be expandable and reconfigurable. Finally, because the wet communications and power infrastructure is comparatively complex, ocean observatory infrastructure must be designed for low life cycle cost rather than zero maintenance. The origin of these differences may be understood by taking a systems engineering approach to ocean observatory design through examining the requirements derived from science and then going through the process of iterative refinement to yield conceptual and physical designs. This is illustrated using the NEPTUNE regional cabled observatory power and data communications sub-systems.

  10. Scientists and Educators: Joining Forces to Enhance Ocean Science Literacy

    Science.gov (United States)

    Keener-Chavis, P.

    2004-12-01

    The need for scientists to work with educators to enhance the general public's understanding of science has been addressed for years in reports like Science for All Americans (1990), NSF in a Changing World (1995), Turning to the Sea: America's Ocean Future (1999), Discovering the Earth's Final Frontier, A U.S. Strategy for Ocean Exploration (2000), and most recently, the U.S. Commission on Ocean Policy Report (2004). As reported in The National Science Foundation's Center for Ocean Science Education Excellence (COSEE) Workshop Report (2000), "The Ocean Sciences community did not answer (this) call, even though their discovery that the ocean was a more critical driving force in the natural environment than previously thought possessed great educational significance." It has been further acknowledged that "rapid and extensive improvement of science education is unlikely to occur until it becomes clear to scientists that they have an obligation to become involved in elementary- and secondary-level science (The Role of Scientists in the Professional Development of Science Teachers, National Research Council, 1996.) This presentation will focus on teachers' perceptions of how scientists conduct research, scientists' perceptions of how teachers should teach, and some misconceptions between the two groups. Criteria for high-quality professional development for teachers working with scientists will also be presented, along with a brief overview of the National Oceanic and Atmospheric Administration's Ocean Exploration program efforts to bring teachers and ocean scientists together to further ocean science literacy at the national level through recommendations put forth in the U.S. Commission on Ocean Policy Report (2004).

  11. Building Ocean Learning Communities: A COSEE Science and Education Partnership

    Science.gov (United States)

    Robigou, V.; Bullerdick, S.; Anderson, A.

    2007-12-01

    The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups

  12. Communicating Ocean Sciences to Informal Audiences (COSIA): Interim Evaluation Report

    Science.gov (United States)

    St. John, Mark; Phillips, Michelle; Smith, Anita; Castori, Pam

    2009-01-01

    Communicating Ocean Sciences to Informal Audiences (COSIA) is a National Science Foundation (NSF)-funded project consisting of seven long-term three-way partnerships between the Lawrence Hall of Science (LHS) and an informal science education institution (ISEI) partnered with an institution of higher education (IHE). Together, educators from the…

  13. Communicating Ocean Sciences to Informal Audiences (COSIA): Final Evaluation Report

    Science.gov (United States)

    Phillips, Michelle; St. John, Mark

    2010-01-01

    Communicating Ocean Sciences to Informal Audiences (COSIA) is a National Science Foundation (NSF)-funded project consisting of six three-way partnerships between the Lawrence Hall of Science (LHS) and an informal science education institution (ISEI) partnered with an institution of higher education (IHE). Together, educators from the ISEI (often…

  14. What can Citizen Science do for Ocean Science and Ocean Scientists?

    Science.gov (United States)

    Best, M.; Hoeberechts, M.; Mangin, A.; Oggioni, A.; Orcutt, J. A.; Parrish, J.; Pearlman, J.; Piera, J.; Tagliolato, P.

    2016-12-01

    The ocean represents over 70% of our planet's surface area, over 90% of the living space. Humans are not marine creatures, we therefore have fundamentally not built up knowledge of the ocean in the same way we have on land. The more we learn about the ocean, the more we understand it is the regulatory engine of our planet…How do we catch up? Answers to this question will need to come from many quarters; A powerful and strategic option to complement existing observation programs and infrastructure is Citizen Science. There has been significant and relevant discussion of the importance of Citizen Science to citizens and stakeholders. The missing effective question is sometimes what is the potential of citizen science for scientists? The answers for both scientists and society are: spatial coverage, remote locations, temporal coverage, event response, early detection of harmful processes, sufficient data volume for statistical analysis and identification of outliers, integrating local knowledge, data access in exchange for analysis (e.g. with industry) and cost-effective monitoring systems. Citizens can be involved in: instrument manufacture and maintenance, instrument deployment/sample collection, data collection and transmission, data analysis, data validation/verification, and proposals of new topics of research. Such opportunities are balanced by concern on the part of scientists about the quality, the consistency and the reliability of citizen observations and analyses. Experience working with citizen science groups continues to suggest that with proper training and mentoring, these issues can be addressed, understanding both benefits and limitations. How to do it- implementation and maintenance of citizen science: How to recruit, engage, train, and maintain Citizen Scientists. Data systems for acquisition, assessment, access, analysis, and visualisation of distributed data sources. Tools/methods for acquiring observations: Simple instruments, Smartphone Apps

  15. Group Projects and the Computer Science Curriculum

    Science.gov (United States)

    Joy, Mike

    2005-01-01

    Group projects in computer science are normally delivered with reference to good software engineering practice. The discipline of software engineering is rapidly evolving, and the application of the latest 'agile techniques' to group projects causes a potential conflict with constraints imposed by regulating bodies on the computer science…

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

    Science.gov (United States)

    Searchfield, Mary A.

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

  17. The Global Systems Science High School Curriculum

    Science.gov (United States)

    Gould, A. D.; Sneider, C.; Farmer, E.; Erickson, J.

    2015-12-01

    Global Systems Science (GSS), a high school integrated interdisciplinary science project based at Lawrence Hall of Science at UC Berkeley, began in the early 1990s as a single book "Planet at Risk" which was only about climate change. Federal grants enabled the project to enlist about 150 teachers to field test materials in their classes and then meeting in summer institutes to share results and effect changes. The result was a series of smaller modules dealing not only with climate change, but other related topics including energy flow, energy use, ozone, loss of biodiversity, and ecosystem change. Other relevant societal issues have also been incorporated including economics, psychology and sociology. The course has many investigations/activities for student to pursue, interviews with scientists working in specific areas of research, and historical contexts. The interconnectedness of a myriad of small and large systems became an overarching theme of the resulting course materials which are now available to teachers for free online at http://www.globalsystemsscience.org/

  18. Mentoring and Argumentation in a Game-Infused Science Curriculum

    Science.gov (United States)

    Gould, Deena L.; Parekh, Priyanka

    2018-04-01

    Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

  19. Specifying a curriculum for biopolitical critical literacy in science teacher education: exploring roles for science fiction

    Science.gov (United States)

    Gough, Noel

    2017-12-01

    In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of biopolitics. I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media.

  20. Design of the Information Science and Systems (IS Curriculum in a Computer and Information Sciences Department

    Directory of Open Access Journals (Sweden)

    Behrooz Seyed-Abbassi

    2004-12-01

    Full Text Available Continuous technological changes have resulted in a rapid turnover of knowledge in the computing field. The impact of these changes directly affects the computer-related curriculum offered by educational institutions and dictates that curriculum must evolve to keep pace with technology and to provide students with the skills required by businesses. At the same time, accreditations of curricula from reviewing organizations provide additional guidelines and standardization for computing science as well as information science programs. One of the areas significantly affected by these changes is the field of information systems. This paper describes the evaluation and course structure for the undergraduate information science and systems program in the Computer and Information Sciences Department at the University of North Florida. A list of the major required and elective courses as well as an overview of the challenges encountered during the revision of the curriculum is given.

  1. Western Indian Ocean Journal of Marine Science: Submissions

    African Journals Online (AJOL)

    Already have a Username/Password for Western Indian Ocean Journal of Marine Science? ... Editorial Policy ... The manuscript is your own original work, and does not duplicate any other previously published work, including your own ...

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

    Science.gov (United States)

    Lerner, L. S.

    2001-12-01

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

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

    Science.gov (United States)

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

    2004-12-01

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

  4. Revising and Updating the Plant Science Components of the Connecticut Vocational Agriculture Curriculum.

    Science.gov (United States)

    Connecticut Univ., Storrs. Dept. of Educational Leadership.

    This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control;…

  5. What Are Critical Features of Science Curriculum Materials That Impact Student and Teacher Outcomes?

    Science.gov (United States)

    Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

    2018-01-01

    Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined curriculum features associated with student and…

  6. AIAA Educator Academy - Mars Rover Curriculum: A 6 week multidisciplinary space science based curriculum

    Science.gov (United States)

    Henriquez, E.; Bering, E. A.; Slagle, E.; Nieser, K.; Carlson, C.; Kapral, A.

    2013-12-01

    The Curiosity mission has captured the imagination of children, as NASA missions have done for decades. The AIAA and the University of Houston have developed a flexible curriculum program that offers children in-depth science and language arts learning culminating in the design and construction of their own model rover. The program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students learn to research Mars in order to pick a science question about Mars that is of interest to them. They learn principles of spacecraft design in order to build a model of a Mars rover to carry out their mission on the surface of Mars. The model is a mock-up, constructed at a minimal cost from art supplies. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning. This paper will describe the structure and organization of the 6 week curriculum. A set of 30 new 5E lesson plans have been written to support this project as a classroom activity. The challenge of developing interactive

  7. Communicating Ocean Science at the Lower-Division Level

    Science.gov (United States)

    Coopersmith, A.

    2011-12-01

    Pacific Ocean Literacy for Youth, Publics, Professionals, and Scientists (POLYPPS) is an NSF-funded collaboration between the University of Hawai`i and the Center for Ocean Science Education Excellence (COSEE) - California, which is based at the Lawrence Hall of Science, University of California - Berkeley. One of the objectives of this project is to instutionalize ocean science communications courses at colleges and universities in Hawai`i. Although the focus of most of these communications courses has been on training graduate students and scientists, lower-division students interested in the ocean sciences are finding this background helpful. At the University of Hawai`i Maui College there are several marine science courses and certificate programs that require students to interact with the public through internships, research assistantships, and course-related service-learning projects. Oceanography 270, Communicating Ocean Science, is now offered to meet the needs of these students who engage with the public in informal educational settings. Other students who enroll in this course have a general interest in the marine environment and are considering careers in K-12 formal education. This course gives this group of students an opportunity to explore formal education by assisting classroom teachers and preparing and presenting problem-based, hands-on, inquiry activities. Employers at marine-related businesses and in the tourist industry have welcomed this course with a focus on communication skills and indicate that they prefer to hire local people with strong backgrounds in marine and natural sciences. A basic premise of POLYPPS is that science education must draw not only from the latest advances in science and technology but also from the cultural contexts in which the learners are embedded and that this will achieve increased understanding and stewardship of ocean environments. Students in Oceanography 270 integrate traditional Hawaiian knowledge into their

  8. Biomedical Engineering and Cognitive Science Secondary Science Curriculum Development: A Three Year Study

    Science.gov (United States)

    Klein, Stacy S.; Sherwood, Robert D.

    2005-01-01

    This study reports on a multi-year effort to create and evaluate cognitive-based curricular materials for secondary school science classrooms. A team of secondary teachers, educational researchers, and academic biomedical engineers developed a series of curriculum units that are based in biomedical engineering for secondary level students in…

  9. A Reexamination of Ontario's Science Curriculum: Toward a More Inclusive Multicultural Science Education?

    Science.gov (United States)

    Mujawamariya, Donatille; Hujaleh, Filsan; Lima-Kerckhoff, Ashley

    2014-01-01

    The rapid diversification of communities in Ontario has necessitated the provincial government to reevaluate public school curriculums and policies to make schools more inclusive and reflective of its diverse population. This article critically analyzes the content of the latest revised science curricula for Grades 1 to 10 and assesses the degree…

  10. Advancing Ocean Science Through Coordination, Community Building, and Outreach

    Science.gov (United States)

    Benway, H. M.

    2016-02-01

    The US Ocean Carbon and Biogeochemistry (OCB) Program (www.us-ocb.org) is a dynamic network of scientists working across disciplines to understand the ocean's role in the global carbon cycle and how marine ecosystems and biogeochemical cycles are responding to environmental change. The OCB Project Office, which is based at the Woods Hole Oceanographic Institution (WHOI), serves as a central information hub for this network, bringing different scientific disciplines together and cultivating partnerships with complementary US and international programs to address high-priority research questions. The OCB Project Office plays multiple important support roles, such as hosting and co-sponsoring workshops, short courses, working groups, and synthesis activities on emerging research issues; engaging with relevant national and international science planning initiatives; and developing education and outreach activities and products with the goal of promoting ocean carbon science to broader audiences. Current scientific focus areas of OCB include ocean observations (shipboard, autonomous, satellite, etc.); changing ocean chemistry (acidification, expanding low-oxygen conditions, etc.); ocean carbon uptake and storage; estuarine and coastal carbon cycling; biological pump and associated biological and biogeochemical processes and carbon fluxes; and marine ecosystem response to environmental and evolutionary changes, including physiological and molecular-level responses of individual organisms, as well as shifts in community structure and function. OCB is a bottom-up organization that responds to the continually evolving priorities and needs of its network and engages marine scientists at all career stages. The scientific leadership of OCB includes a scientific steering committee and subcommittees on ocean time-series, ocean acidification, and ocean fertilization. This presentation will highlight recent OCB activities and products of interest to the ocean science community.

  11. Ocean Science for Decision-Making: Current Activities of the National Research Council's Ocean Studies Board

    Science.gov (United States)

    Roberts, S.; Glickson, D.; Mengelt, C.; Forrest, S.; Waddell, K.

    2012-12-01

    The National Research Council is a private, nonprofit organization chartered by Congress in 1916 as an expansion of the U.S. National Academy of Sciences. Its mission is to improve the use of science in government decision making and public policy, increase public understanding, and promote the acquisition and dissemination of knowledge in matters involving science, engineering, technology, and health. Within the National Research Council, the Ocean Studies Board (OSB) mission is to explore the science, policies, and infrastructure needed to understand, manage, and conserve coastal and marine environments and resources. OSB undertakes studies and workshops on emerging scientific and policy issues at the request of federal agencies, Congress, and others; provides program reviews and guidance; and facilitates communication on oceanographic issues among different sectors. OSB also serves as the U.S. National Committee to the international, nongovernmental Scientific Committee on Oceanic Research (SCOR). OSB has produced reports on a wide range of topics of interest to researchers and educators, the federal government, the non-profit sector, and industry. Recent reports have focused on ecosystem services in the Gulf of Mexico after the Deepwater Horizon oil spill, sea level rise on the U.S. west coast, scientific ocean drilling needs and accomplishments, requirements for sustained ocean color measurements, critical infrastructure for ocean research, tsunami warning and preparedness, ocean acidification, and marine and hydrokinetic power resource assessments. Studies that are currently underway include responding to oil spills in the Arctic, evaluating the effectiveness of fishery stock rebuilding plans, and reviewing the National Ocean Acidification Research Plan. OSB plays an important role in helping create policy decisions and disseminating important information regarding various aspects of ocean science.

  12. Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change

    Science.gov (United States)

    Browne, Christi L.

    The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to

  13. Associate in science degree education programs: organization, structure, and curriculum.

    Science.gov (United States)

    Galvin, William F

    2005-09-01

    After years of discussion, debate, and study, the respiratory care curriculum has evolved to a minimum of an associate degree for entry into practice. Although programs are at liberty to offer the entry-level or advanced level associate degree, most are at the advanced level. The most popular site for sponsorship of the associate degree in respiratory care is the community college. The basis for community college sponsorship seems to be its comprehensive curriculum, which focuses on a strong academic foundation in writing, communication, and the basic sciences as well as supporting a career-directed focus in respiratory care. Issues facing the community college are tied to literacy, outcomes, assessment, placement,cooperation with the community, partnerships with industry, and articulation arrangements with granting institutions granting baccalaureate degrees. Community colleges must produce a literate graduate capable of thriving in an information-saturated society. Assessment and placement will intensify as the laissez-faire attitudes toward attendance and allowing students to select courses without any accountability and evaluation of outcome become less acceptable. Students will be required to demonstrate steady progress toward established outcomes. Maintaining relations and cooperation with the local community and the health care industry will continue to be a prominent role for the community college. The challenge facing associate degree education in respiratory care at the community college level is the ability to continue to meet the needs of an expanding professional scope of practice and to provide a strong liberal arts or general education core curriculum. The needs for a more demanding and expanding respiratory care curriculum and for a rich general education core curriculum have led to increased interest in baccalaureate and graduate degree education. The value of associate degree education at the community college level is well established. It is

  14. Bringing Data Science, Xinformatics and Semantic eScience into the Graduate Curriculum

    Science.gov (United States)

    Fox, P.

    2012-04-01

    Committee on Information and Data (SCCID), features this excerpt from section 4.2.4 Data scientists and professionals: "An unfortunate state in the recognition of data science, is that there is a lack of appreciation of the need for a set of professional knowledge in skill in key areas, many of which have not been emphasized to date, e.g. professional approaches to the management of data over its lifecycle. As such, the effort required to be a data scientists is not valued sufficiently by the remainder of the scientific community." SCCID Recommendation 6 reads: "We recommend the development of education at university level in the new and vital field of data science. The curriculum included in appendix D can be used as a starting point for curriculum development. Appendix D. is entitled "Example curriculum for data science" and explicitly uses the "Curriculum for Data Science taught at Rensselaer Polytechnic Institute, USA" . This contribution will present relevant curriculum offerings at the Rensselaer Polytechnic Institute. http://tw.rpi.edu/web/Courses

  15. Computer Science (CS) in the Compulsory Education Curriculum: Implications for Future Research

    Science.gov (United States)

    Passey, Don

    2017-01-01

    The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both…

  16. Electromagnetic Spectrum. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    Science.gov (United States)

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…

  17. History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

    Science.gov (United States)

    Seker, Hayati; Guney, Burcu G.

    2012-01-01

    Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in…

  18. The Implementation of the New Lower Secondary Science Curriculum in Three Schools in Rwanda

    Science.gov (United States)

    Nsengimana, Théophile; Ozawa, Hiroaki; Chikamori, Kensuke

    2014-01-01

    In 2006, Rwanda began implementing an Outcomes Based Education (OBE) lower secondary science curriculum that emphasises a student-centred approach. The new curriculum was designed to transform Rwandan society from an agricultural to a knowledge-based economy, with special attention to science and technology education. Up until this point in time…

  19. Georgia science curriculum alignment and accountability: A blueprint for student success

    Science.gov (United States)

    Reining-Gray, Kimberly M.

    Current trends and legislation in education indicate an increased dependency on standardized test results as a measure for learner success. This study analyzed test data in an effort to assess the impact of curriculum alignment on learner success as well as teacher perceptions of the changes in classroom instruction due to curriculum alignment. Qualitative and quantitative design methods were used to determine the impact of science curriculum alignment in grades 9-12. To determine the impact of science curriculum alignment from the Quality Core Curriculum (QCC) to the Georgia Performance Standards (GPS) test data and teacher opinion surveys from one Georgia School system were examined. Standardized test scores before and after curriculum alignment were analyzed as well as teacher perception survey data regarding the impact of curriculum change. A quantitative teacher perception survey was administered to science teachers in the school system to identify significant changes in teacher perceptions or teaching strategies following curriculum realignment. Responses to the survey were assigned Likert scale values for analysis purposes. Selected teachers were also interviewed using panel-approved questions to further determine teacher opinions of curriculum realignment and the impact on student success and teaching strategies. Results of this study indicate significant changes related to curriculum alignment. Teachers reported a positive change in teaching strategies and instructional delivery as a result of curriculum alignment and implementation. Student scores also showed improvement, but more research is recommended in this area.

  20. Expanding the Reach of the Coastal Ocean Science Classroom to Teachers through Teleducation

    Science.gov (United States)

    Macko, S.; Szuba, T.

    2007-12-01

    In a first of its kind connectivity, using high speed internet connections, a summer class in Oceanography was live, interactively broadcast (teleducation) to Arcadia High School on the Eastern Shore of Virginia, allowing teachers in the Accomack County School District to receive university credit without leaving their home classrooms 250 miles from UVA. This project was an outreach and education program with a partner in the K-12 schools on the Eastern Shore of Virginia. It endeavored to build a community knowledgeable of the importance the ocean plays daily in our lives, and our own impact on the ocean. By establishing teleducation linkages with the Eastern Shore High Schools we were rigorously testing the live-Internet-based classroom with earth science teachers enabling them to remotely participate in University of Virginia classes in Oceanography. The classes were designed on a faculty development basis or to allow the teachers to acquire NSTA certification in Earth Science Education. While not without small problems of interruptions in connectivity or the occasional transmission of hardcopies of materials, the approach was seen to be extremely successful. The ability to reach school districts and teachers that are in more remote locations and with fewer resources is clearly supported by this venture. Currently we are planning to link multiple classrooms in the next iteration of this work, intending to offer the expanded classroom in more distant college-based classrooms where Ocean Sciences is a desired portion of the curriculum, but is presently only occasionally offered owing to limited resources.

  1. Understanding Science and Technology Interactions Through Ocean Science Exploration: A Summer Course for Science Teachers

    Science.gov (United States)

    Baldauf, J.; Denton, J.

    2003-12-01

    In order to replenish the national supply of science and mathematics educators, the National Science Foundation has supported the formation of the Center for Applications of Information Technology in the Teaching and Learning of Science (ITS) at Texas A&M University. The center staff and affiliated faculty work to change in fundamental ways the culture and relationships among scientists, educational researchers, and teachers. ITS is a partnership among the colleges of education, science, geosciences, agriculture and life science at Texas A&M University. Participants (teachers and graduate students) investigate how science is done and how science is taught and learned; how that learning is assessed, and how scholarly networks among all engaged in this work can be encouraged. While the center can offer graduate degrees most students apply as non-degree seekers. ITS participants are schooled on classroom technology applications, experience working on project teams, and access very current research work being conducted by scientists. ITS offers a certificate program consisting of two summer sessions over two years that results in 12 hours of graduate credit that can be applied to a degree. Interdisciplinary project teams spend three intense weeks connecting current research to classroom practices. During the past summer with the beginning of the two-year sequence, a course was implemented that introduced secondary teachers to Ocean Drilling Program (ODP) contributions to major earth science themes, using core and logging data, engineering (technology) tools and processes. Information Technology classroom applications were enhanced through hands-on laboratory exercises, web resources and online databases. The course was structured around the following objectives. 1. Distinguish the purpose and goals of the Ocean Drilling Program from the Integrated Ocean Drilling Program and describe the comparable science themes (ocean circulation, marine sedimentation, climate history

  2. Family and Consumer Sciences Teacher Needs Assessment of a STEM-Enhanced Food and Nutrition Sciences Curriculum

    OpenAIRE

    Merrill, Cathy A.

    2016-01-01

    Science, technology, engineering and mathematics (STEM) education concepts are naturally contextualized in the study of food and nutrition. In 2014 a pilot group of Utah high school Career and Technical Education Family and Consumer Sciences teachers rewrote the Food and Nutrition Sciences curriculum to add and enhance the STEM-related content. This study is an online needs assessment by Utah Food and Nutrition 1 teachers on the implementation of the STEM-enhanced curriculum after its first y...

  3. The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

    Science.gov (United States)

    Murphy, Cliona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

  4. A New Approach to Data Publication in Ocean Sciences

    Science.gov (United States)

    Lowry, Roy; Urban, Ed; Pissierssens, Peter

    2009-12-01

    Data are collected from ocean sciences activities that range from a single investigator working in a laboratory to large teams of scientists cooperating on big, multinational, global ocean research projects. What these activities have in common is that all result in data, some of which are used as the basis for publications in peer-reviewed journals. However, two major problems regarding data remain. First, many data valuable for understanding ocean physics, chemistry, geology, biology, and how the oceans operate in the Earth system are never archived or made accessible to other scientists. Data underlying traditional journal articles are often difficult to obtain. Second, when scientists do contribute data to databases, their data become freely available, with little acknowledgment and no contribution to their career advancement. To address these problems, stronger ties must be made between data repositories and academic journals, and a “digital backbone” needs to be created for data related to journal publications.

  5. A behavioral science/behavioral medicine core curriculum proposal for Japanese undergraduate medical education

    OpenAIRE

    Tsutsumi, Akizumi

    2015-01-01

    Behavioral science and behavioral medicine have not been systematically taught to Japanese undergraduate medical students. A working group under the auspices of Japanese Society of Behavioral Medicine developed an outcome-oriented curriculum of behavioral science/behavioral medicine through three processes: identifying the curriculum contents, holding a joint symposium with related societies, and defining outcomes and proposing a learning module. The behavioral science/behavioral medicine cor...

  6. Grass Roots Design for the Ocean Science of Tomorrow

    Science.gov (United States)

    Jul, S.; Peach, C. L.; Kilb, D. L.; Schofield, O.; Fisher, C.; Quintana, C.; Keen, C. S.

    2010-12-01

    Current technologies offer the opportunity for ocean science to expand its traditional expeditionary base by embracing e-science methods of continuous interactive real-time research. The Ocean Observatories Initiative Cyberinfrastructure (OOI CI) is an NSF-funded effort to develop a national cyberinfrastructure that will allow researchers, educators and others to share in this new type of oceanography. The OOI is an environmental observatory spanning coastal waters to the deep ocean, enabled by the CI to offer scientists continuous interactive access to instruments in the ocean, and allow them to search, subscribe to and access real-time or archival data streams. It will also supply interactive analysis and visualization tools, and a virtual social environment for discovering and realizing collaborative opportunities. Most importantly, it provides an extensible open-access cyberinfrastructure that supports integration of new technologies and observatories, and which will allow adoption of its tools elsewhere, such as by the Integrated Ocean Observing System (IOOS). The eventual success of such a large and flexible system requires the input of a large number of people, and user-centered design has been a driving philosophy of the OOI CI from its beginning. Support for users’ real needs cannot be designed as an add-on or casual afterthought, but must be deeply embedded in all aspects of a project, from inception through architecture, implementation, and deployment. The OOI CI strategy is to employ the skills and knowledge of a small number of user experience professionals to channel and guide a very large collective effort to deliver tools, interfaces and interactions that are intellectually stimulating, scientifically productive, and conducive to innovation. Participation from all parts of the user community early in the design process is vital to meeting these goals. The OOI user experience team will be on hand to meet members of the Earth and ocean sciences

  7. Science-based occupations and the science curriculum: Concepts of evidence

    Science.gov (United States)

    Aikenhead, Glen S.

    2005-03-01

    What science-related knowledge is actually used by nurses in their day-to-day clinical reasoning when attending patients? The study investigated the knowledge-in-use of six acute-care nurses in a hospital surgical unit. It was found that the nurses mainly drew upon their professional knowledge of nursing and upon their procedural understanding that included a common core of concepts of evidence (concepts implicitly applied to the evaluation of data and the evaluation of evidence - the focus of this research). This core included validity triangulation, normalcy range, accuracy, and a general predilection for direct sensual access to a phenomenon over indirect machine-managed access. A cluster of emotion-related concepts of evidence (e.g. cultural sensitivity) was also discovered. These results add to a compendium of concepts of evidence published in the literature. Only a small proportion of nurses (one of the six nurses in the study) used canonical science content in their clinical reasoning, a result consistent with other research. This study also confirms earlier research on employees in science-rich workplaces in general, and on professional development programs for nurses specifically: canonical science content found in a typical science curriculum (e.g. high school physics) does not appear relevant to many nurses' knowledge-in-use. These findings support a curriculum policy that gives emphasis to students learning how to learn science content as required by an authentic everyday or workplace context, and to students learning concepts of evidence.

  8. Advances in the science and technology of ocean management

    CERN Document Server

    Smith, Hance

    2002-01-01

    This book reviews key developments in the field of marine science and technology. It focuses on three major themes such as the importance of technical developments in ocean management, the application of these developments to specific sea uses ranging from fish farming to the disposal of industrial waste, and the long-term issues that such developments raise.

  9. Bridging the Gap: Embedding Communication Courses in the Science Undergraduate Curriculum

    Science.gov (United States)

    Jandciu, Eric; Stewart, Jaclyn J.; Stoodley, Robin; Birol, Gülnur; Han, Andrea; Fox, Joanne A.

    2015-01-01

    The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad…

  10. The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science

    OpenAIRE

    Murphy, Clíona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes towards teaching science in the primary classroom. A questionnaire, containing closed ...

  11. Revision of Primary I-III Science Curriculum in Somalia. African Studies in Curriculum Development & Evaluation No. 83.

    Science.gov (United States)

    Abdi, Ahmed Ali

    This study was designed to evaluate: (1) the content of the primary I-III science curriculum in Somalia; (2) the instructional materials that back up the content and methodologies; and (3) the professional competence of the teachers in charge of teaching this subject. Data were collected by means of a questionnaire, observations, and unstructured…

  12. Customization of Curriculum Materials in Science: Motives, Challenges, and Opportunities

    Science.gov (United States)

    Romine, William L.; Banerjee, Tanvi

    2012-02-01

    Exemplary science instructors use inquiry to tailor content to student's learning needs; traditional textbooks treat science as a set of facts and a rigid curriculum. Publishers now allow instructors to compile pieces of published and/or self-authored text to make custom textbooks. This brings numerous advantages, including the ability to produce smaller, cheaper text and added flexibility on the teaching models used. Moreover, the internet allows instructors to decentralize textbooks through easy access to educational objects such as audiovisual simulations, individual textbook chapters, and scholarly research articles. However, these new opportunities bring with them new problems. With educational materials easy to access, manipulate and duplicate, it is necessary to define intellectual property boundaries, and the need to secure documents against unlawful copying and use is paramount. Engineers are developing and enhancing information embedding technologies, including steganography, cryptography, watermarking, and fingerprinting, to label and protect intellectual property. While these are showing their utility in securing information, hackers continue to find loop holes in these protection schemes, forcing engineers to constantly assess the algorithms to make them as secure as possible. As newer technologies rise, people still question whether custom publishing is desirable. Many instructors see the process as complex, costly, and substandard in comparison to using traditional text. Publishing companies are working to improve attitudes through advertising. What lacks is peer reviewed evidence showing that custom publishing improves learning. Studies exploring the effect of custom course materials on student attitude and learning outcomes are a necessary next step.

  13. Curriculum

    Directory of Open Access Journals (Sweden)

    Robi Kroflič

    1997-12-01

    Full Text Available Modern curriculum theories emphasize that if we understand the curriculum as a real core substance of education. We have to bear in mind, when planning the curriculum, the whole multitude of factors (curricula which have an influence on the educational impact. In the field of andragogy, we especially have to consider educational needs, and linking the strategies of instruction with those of learning. The best way of realizing this principle is the open strategy of planning the national curriculum and process-developmental strategy of planning with the microandragogic situation. This planning strategy is S1m1lar to the system-integration strategy and Jarvis's model of negotiated curriculum, which derive from the basic andragogic principle: that the interests and capacities of adults for education increase if we enable them to cooperate in the planning and production of the curriculum.

  14. Incorporating Hot Topics in Ocean Sciences to Outreach Activities in Marine and Environmental Science Education

    Science.gov (United States)

    Bergondo, D. L.; Mrakovcich, K. L.; Vlietstra, L.; Tebeau, P.; Verlinden, C.; Allen, L. A.; James, R.

    2016-02-01

    The US Coast Guard Academy, an undergraduate military Academy, in New London CT, provides STEM education programs to the local community that engage the public on hot topics in ocean sciences. Outreach efforts include classroom, lab, and field-based activities at the Academy as well as at local schools. In one course, we partner with a STEM high school collecting fish and environmental data on board a research vessel and subsequently students present the results of their project. In another course, cadets develop and present interactive demonstrations of marine science to local school groups. In addition, the Academy develops In another course, cadets develop and present interactive demonstrations of marine science to local school groups. In addition, the Academy develops and/or participates in outreach programs including Science Partnership for Innovation in Learning (SPIL), Women in Science, Physics of the Sea, and the Ocean Exploration Trust Honors Research Program. As part of the programs, instructors and cadets create interactive and collaborative activities that focus on hot topics in ocean sciences such as oil spill clean-up, ocean exploration, tsunamis, marine biodiversity, and conservation of aquatic habitats. Innovative science demonstrations such as real-time interactions with the Exploration Vessel (E/V) Nautilus, rotating tank simulations of ocean circulation, wave tank demonstrations, and determining what materials work best to contain and clean-up oil, are used to enhance ocean literacy. Children's books, posters and videos are some creative ways students summarize their understanding of ocean sciences and marine conservation. Despite time limitations of students and faculty, and challenges associated with securing funding to keep these programs sustainable, the impact of the programs is overwhelmingly positive. We have built stronger relationships with local community, enhanced ocean literacy, facilitated communication and mentorship between young

  15. The Centers for Ocean Science Education Excellence (COSEE) initiative

    Science.gov (United States)

    Cook, S.; Rom, E.

    2003-04-01

    Seven regional Centers for Ocean Science Education Excellence have recently been established to promote the integration of ocean science research into high-quality education programs aimed at both formal and informal audiences throughout the United States. The regional Centers include two complementary partnerships in California, a New England regional effort, a Mid-Atlantic partnership, a Southeastern collaborative, a Florida initiative and a central Gulf of Mexico alliance. A Central Coordinating Office in Washington DC will help the group develop into a cohesive and focused national network. Initial funding has been provided by the National Science Foundation with complementary support from the Office of Naval Research and multiple units within the National Oceanographic and Atmospheric Administration (specifically the National Ocean Service, the Office of Ocean Exploration and the National SeaGrant Office). Under an umbrella of common goals and objectives, the first cohort of Centers in the COSEE network is remarkably diverse in terms of geography, organizational structure and programmatic focus. NSF’s presentation will describe these partnerships, the different approaches that are being taken by the individual Centers and the expectations that NSF has for the network as a whole.

  16. What are critical features of science curriculum materials that impact student and teacher outcomes?

    NARCIS (Netherlands)

    Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

    2018-01-01

    Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined

  17. Cascade-sea : Computer Assisted Curriculum Analysis, Design & Evaluation for Science Education in Africa.

    NARCIS (Netherlands)

    McKenney, Susan; van den Akker, Jan; Maribe, Robert; Gustafson, Kent; Nieveen, Nienke; Plomp, Tjeerd

    1999-01-01

    The CASCADE-SEA program aims to support curriculum development within the context of secondary level science and mathematics education in sub-Saharan Africa. This project focuses on the iterative design of a computer-based curriculum development support system for the creation of classroom

  18. The Politics of Developing and Maintaining Mathematics and Science Curriculum Content Standards. Research Monograph.

    Science.gov (United States)

    Kirst, Michael W.; Bird, Robin L.

    The movement toward math and science curriculum standards is inextricably linked with high-stakes politics. There are two major types of politics discussed in this paper: the allocation of curriculum content, and the political issues involved in systemic change. Political strategies for gaining assent to national, state, and local content…

  19. An Exploratory Analysis of a Middle School Science Curriculum: Implications for Students with Learning Disabilities

    Science.gov (United States)

    Taylor, Gregory S.; Hord, Casey

    2016-01-01

    An exploratory study of a middle school curriculum directly aligned with the Next Generation Science Standards was conducted with a focus on how the curriculum addresses the instructional needs of students with learning disabilities. A descriptive analysis of a lesson on speed and velocity was conducted and implications discussed for students with…

  20. Taiwanese Science and Life Technology Curriculum Standards and Earth Systems Education

    Science.gov (United States)

    Chang, Chun-Yen

    2005-01-01

    In the past several years, curriculum reform has received increasing attention from educators in many countries around the world. Recently, Taiwan has developed new Science and Life Technology Curriculum Standards (SaLTS) for grades 1-9. SaLTS features a systematic way for developing students' understanding and appreciation of…

  1. Science Potential of a Deep Ocean Antineutrino Observatory

    International Nuclear Information System (INIS)

    Dye, S.T.

    2007-01-01

    This paper presents science potential of a deep ocean antineutrino observatory being developed at Hawaii. The observatory design allows for relocation from one site to another. Positioning the observatory some 60 km distant from a nuclear reactor complex enables precision measurement of neutrino mixing parameters, leading to a determination of neutrino mass hierarchy and θ 13 . At a mid-Pacific location the observatory measures the flux and ratio of uranium and thorium decay neutrinos from earth's mantle and performs a sensitive search for a hypothetical natural fission reactor in earth's core. A subsequent deployment at another mid-ocean location would test lateral heterogeneity of uranium and thorium in earth's mantle

  2. The Study of Literacy Reinforcement of Science Teachers in Implementing 2013 Curriculum

    Science.gov (United States)

    Dewi, W. S.; Festiyed, F.; Hamdi, H.; Sari, S. Y.

    2018-04-01

    This research aims to study and collect data comprehensively, new and actual about science literacy to improve the ability of educators in implementing the 2013 Curriculum at Junior High School Padang Pariaman District. The specific benefit of this research is to give description and to know the problem of science literacy problem in interaction among teacher, curriculum, facilities and infrastructure, evaluation, learning technology and students. This study uses explorative in deep study approach, studying and collecting data comprehensively from the interaction of education process components (curriculum, educator, learner, facilities and infrastructure, learning media technology, and evaluation) that influence the science literacy. This research was conducted in the districts of Padang Pariaman consisting of 17 subdistricts and 84 junior high schools managed by the government and private. The sample of this research is science teachers of Padang Pariaman District with sampling technique is stratified random sampling. The instrument used in this study is a questionnaire to the respondents. Research questionnaire data are processed by percentage techniques (quantitative). The results of this study explain that the understanding of science teachers in Padang Pariaman District towards the implementation of 2013 Curriculum is still lacking. The science teachers of Padang Pariaman District have not understood the scientific approach and the effectiveness of 2013 Curriculum in shaping the character of the students. To improve the understanding of the implementation of Curriculum 2013, it is necessary to strengthen the literacy toward science teachers at the Junior High School level in Padang Pariaman District.

  3. The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: an Exploratory Study

    Science.gov (United States)

    Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

    2016-08-01

    With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear program of school-based research. The foci of this paper is on the design principles of the curriculum and its enactment, and the establishment of a teacher learning community. Through elucidating the design features of the innovative curriculum and evaluating teacher and student involvement in science instruction and learning, we introduce the science curriculum, called Mobilized 5E Science Curriculum (M5ESC), and present a representative case study of how one experienced teacher and her class adopted the curriculum. The findings indicate the intervention promoted this teacher's questioning competency, enabled her to interact with students frequently and flexibly in class, and supported her technology use for promoting different levels of cognition. Student learning was also improved in terms of test achievement and activity performance in and out of the classroom. We propose that the study can be used to guide the learning design of mobile technology-supported curricula, as well as teacher professional development for curriculum enactment.

  4. Story - Science - Solutions: A new middle school science curriculum that promotes climate-stewardship

    Science.gov (United States)

    Cordero, E.; Centeno Delgado, D. C.

    2017-12-01

    Over the last five years, Green Ninja has been developing educational media to help motivate student interest and engagement around climate science and solutions. The adoption of the Next Generation Science Standards (NGSS) offers a unique opportunity where schools are changing both what they teach in a science class and how they teach. Inspired by the new emphasis in NGSS on climate change, human impact and engineering design, Green Ninja developed a technology focused, integrative, and yearlong science curriculum (6th, 7th and 8th grade) focused broadly around solutions to environmental problems. The use of technology supports the development of skills valuable for students, while also offering real-time metrics to help measure both student learning and environmental impact of student actions. During the presentation, we will describe the design philosophy around our middle school curriculum and share data from a series of classes that have created environmental benefits that transcend the traditional classroom. The notion that formal education, if done correctly, can be leveraged as a viable climate mitigation strategy will be discussed.

  5. Re-visioning Curriculum and Pedagogy in a University Science and ...

    African Journals Online (AJOL)

    Re-visioning Curriculum and Pedagogy in a University Science and Technology Education Setting: Case Studies Interrogating Socio-Scientific Issues. Overson Shumba, George Kasali, Yaki Namiluko, Beauty Choobe, Gezile Mbewe, Moola Mutondo, Kenneth Maseka ...

  6. Professional development as a strategy for curriculum implementation in multidisciplinary science education

    NARCIS (Netherlands)

    Visser, Talitha Christine

    2012-01-01

    Schoolteachers must deal with curriculum innovations during their teaching careers. In 2005, the Dutch Ministry of Education, Culture and Science introduced committees to develop and redesign the curricula for chemistry, biology, physics, and mathematics in secondary education. The purpose of

  7. Interagency Working Group on Ocean Social Science: Incorporating ecosystem services approaches into ocean and coastal decision-making and governance

    Science.gov (United States)

    The application of social science has been recognized as a priority for effective ocean and coastal management, driving much discussion and fostering emerging efforts in several areas. The Interagency Working Group on Ocean Social Science (IWG-OSS) is tasked with assisting the Su...

  8. Scientific Management as part of the curriculum of Pedagogical Sciences.

    Directory of Open Access Journals (Sweden)

    Martha Margarita López Ruiz

    2013-07-01

    Full Text Available The Psychology and Pedagogy carer is developed in pedagogical sciences Cuban universities and the plan of the teaching learning process is organized on disciplines, subjects and activities from the working practice are distributed during the five years of the career which guarantee the fulfilment of the objectives in the professional qualification degree. Scientific educational management is included as part of the curriculum of this specialty in Pedagogical Universities. Scientific educational management has a great importance in the existence of state who is worried for the preparation and training of pedagogical specialists to whom ethics becomes a daily practice in their jobs in a society in which the formation and development of Cuban citizens is carried out by social programs encouraged by the government. The growing of this specialist is supported on the existence of a government that is interested on teaching, innovate and develop human beings by means of putting into practice social and cultural activities. The main goal of this article is to exemplify how to organize the contents of scientific educational management and the way of planning the teaching learning process to better future Cuban teacher trainers and managers.

  9. The application of Legacy Cycles in the development of Earth Science curriculum

    Science.gov (United States)

    Ellins, K.; Abernathy, E.; Negrito, K.; McCall, L.

    2009-04-01

    The Institute for Geophysics in the Jackson School of Geosciences at The University of Texas at Austin actively contributes to K-12 education, including the development of rigorous Earth and Space Science curriculum designed for secondary school learning environments. Here we report on our efforts to apply an innovative new pedagogical approach, the Legacy Cycle, to scientific ocean drilling paleoclimate data from fossil corals collected offshore Barbados in 2006 and to the creation of a high school water resources education program for Texas high school students supported by a grant from the Texas Water Development Board. The Legacy Cycle makes use of the Internet and computer technology to engage students in extended inquiry learning. A series of inquiry activities are organized around a set of three driving questions, or challenges. Students mimic the work of scientists by generating ideas to address a given challenge, listening to multiple perspectives from experts on the topic, researching a set of sub-questions and revising their original ideas, testing their mettle with labs and quizzes, and finally composing a project or paper that answers the original challenge. The technology makes it easy for students to move through the challenges and the organizational framework since there are hyperlinks to each of the sections (and to reach the other challenges) at the bottom of each webpage. Students' final work is posted to the Internet for others to see, and in this way they leave behind their legacy. Our Legacy Cycle activities use authentic hydrologic, water quality, geochemical, geophysical data, as well as remotely sensed data such as is collected by satellites. They are aligned with the U.S. National Science Education Standards, the new Ocean, Climate and Earth Science Literacy Principles (in development), and the Texas Essential Knowledge and Skills for Earth and Space Science. The work represents a collaboration involving teachers from The University of

  10. On the Ocean, Communicating Science Through Radio Broadcasts

    Science.gov (United States)

    Daugherty, M.; Campbell, L.

    2016-02-01

    The outcomes of oceanic research are of critical importance to the general public. Communicating these results in a relatable and efficient manner however, is no simple task. To further the cause of scientific outreach done for the benefit of society, a weekly radio show was created at Texas A&M University, taking cutting edge research and translating it into applicable, interesting radio segments. The show, named "On the Ocean", was created by the Department of Oceanography to inform and entertain listeners of the general public on marine issues affecting their lives. On the Ocean is an effort to present high-level research without sacrificing the complexity of the science conducted. On the Ocean is a uniquely designed module with a systematic approach in teaching a new oceanographic concept each month. On the Ocean has a format of monthly topics with a two minute show each week. The first monthly installment is general, introducing the topic and its relevancy. The second and third shows are cause or effect, or possibly something very interesting the public would not already know. The fourth installment highlights how researchers study the topic, with the contributing professor's specific research methods emphasized. All shows are co-created with, and inspected for validity, by Texas A&M University professors, and edited for radio adaption by graduate students. In addition to airing on public broadcast radio to the College Station/Bryan TX area, the show also includes a globally accessible interactive website with podcasts, additional figures, and links to better elaborate on the material presented, as well as credit the contributing professors. The website also allows these professors the opportunity to present their research visually and link to their current work. Overall, On the Ocean is a new tool to deliver applicable science.

  11. Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

    Science.gov (United States)

    Blank, Lisa M.; Almquist, Heather; Estrada, Jen; Crews, Jeff

    2016-01-01

    This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students' understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments…

  12. The Future Curriculum for School Science: What Can Be Learnt from the Past?

    Science.gov (United States)

    Fensham, Peter J.

    2016-01-01

    In the 1960s, major reforms of the curriculum for school science education occurred that set a future for school science education that has been astonishingly robust at seeing off alternatives. This is not to say that there are not a number of good reasons for such alternative futures. The sciences, their relation to the socio-scientific context,…

  13. From Prescribed Curriculum to Classroom Practice: An Examination of the Implementation of the New York State Earth Science Standards

    Science.gov (United States)

    Contino, Julie; Anderson, O. Roger

    2013-01-01

    In New York State (NYS), Earth science teachers use the "National Science Education Standards" (NSES), the NYS "Learning Standards for Mathematics, Science and Technology" (NYS Standards), and the "Physical Setting/Earth Science Core Curriculum" (Core Curriculum) to create local curricula and daily lessons. In this…

  14. NOAA Ocean Exploration: Science, Education and Ocean Literacy Online and in Social Media

    Science.gov (United States)

    Keener-Chavis, P.

    2012-12-01

    "Engagement" in ocean science initially might seem like a simple concept, however within an agency like NOAA, with a broad mission and a wide variety of stakeholders, the concept of engagement becomes quite complex. Several years ago, a Kellogg Commission Report was submitted to NOAA's Science Advisory Board to assist the Agency with more closely defining-and refining-how it could more effectively engage with the multiple audiences with which it works. For NOAA, engagement is a two-way relationship that unfolds in a commitment of service to society. It is an Enterprise-wide capability represented in NOAA's Next Generation Strategic Plan and carries the same weight across the Agency as science and technology. NOAA's Office of Ocean Exploration and Research (OER) engages scientists, educators and the public through a variety of online and social media offerings explicitly tied to the exploration science of its expeditions. The principle platform for this engagement is the Ocean Explorer website (http://oceanexplorer.noaa.gov). It is the single point of entry for formal and informal educators and the public to chronicled OER expeditions to little known regions of the world ocean. The site also enables access to live streaming video and audio from the United States' first ship solely dedicated to ocean exploration, the NOAA Ship Okeanos Explorer and the Institute for Exploration's E/V Nautilus. Video includes footage from the remotely operated vehicles, sonar displays, navigation displays, and mapping data displays. Through telepresence technologies and other online communication tools, scientists at remote locations around the world, including Exploration Command Centers, collaborate in deep-sea exploration conducted by the Okeanos Explorer. Those wanting access to the ship's track, oceanographic data, daily updates, web logs, and imagery during an expedition can access the online Okeanos Explorer Digital Atlas. Information on archived expeditions can be accessed

  15. Into the Curriculum. Art/Language Arts: Find the Poetry in Art. [and] Reading/Language Arts: Rodeo Pup: Integrating Developmentally Appropriate Curriculum with Technology and Literature [and] Reading/Language Arts: Reading and Understanding Genre Fiction [and] Reading/Language Arts: Grandparents: Memories [and] Science/Social Studies: Ocean Topography [and] Science: Devastating Disasters! [and] Social Studies/Mathematics: Which Way Do I Go? [and] Social Studies: Comparing Sources of Biographical Information.

    Science.gov (United States)

    Plank, Kristie J.; Snyder, Maureen M.; Santeford, Deborah; Bautz, Kim; Repka-Peters, Margie; Thornburgh, Roberta; Bistricky, Stacey; Buse, Anne

    1999-01-01

    Provides a library media activity designed for social studies and focused on retrieving and comparing bibliographic information from print and nonprint sources. Describes library media skills objectives; curriculum (subject area) objectives; grade levels (7 through 9); print, CDROM and other resources; instructional roles; procedures; evaluation;…

  16. Stand Up for Science: Lessons on Ocean Acidification from the Agua Hedionda Lagoon

    OpenAIRE

    Waters, Shannon

    2016-01-01

    Climate science has been a hallmark discipline at Scripps Institution of Oceanography (SIO) and other oceanographic institutions for decades. However, despite the dedication from researchers to investigate the connections between climate science and ocean health, people outside the scientific community are largely unaware of climate-related ocean health issues like ocean warming and ocean acidification.  And yet one demographic group seems especially interested in ocean health issues: teenage...

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

    Science.gov (United States)

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

    2000-12-01

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

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

    Directory of Open Access Journals (Sweden)

    SS Vilakazi

    2000-09-01

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

  19. A behavioral science/behavioral medicine core curriculum proposal for Japanese undergraduate medical education.

    Science.gov (United States)

    Tsutsumi, Akizumi

    2015-01-01

    Behavioral science and behavioral medicine have not been systematically taught to Japanese undergraduate medical students. A working group under the auspices of Japanese Society of Behavioral Medicine developed an outcome-oriented curriculum of behavioral science/behavioral medicine through three processes: identifying the curriculum contents, holding a joint symposium with related societies, and defining outcomes and proposing a learning module. The behavioral science/behavioral medicine core curriculum consists of 11 units of lectures and four units of practical study. The working group plans to improve the current core curriculum by devising formative assessment methods so that students can learn and acquire attitude as well as the skills and knowledge necessary for student-centered clinical practice.

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

    Science.gov (United States)

    Luther, Rachel

    2013-01-01

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

  1. Barriers to teaching ocean science in Greek schools

    Science.gov (United States)

    Papathanassiou, Martha; McHugh, Patricia; Domegan, Christine; Gotensparre, Susan; Fauville, Geraldine; Parr, Jon

    2017-04-01

    Most European citizens are not aware of the full extent of the medical, economic, social, political and environmental importance of the sea to Europe and beyond. Most citizens are not aware of how our day-to-day actions can have a cumulative effect on the health of the ocean - a necessary resource that must be protected for all life on the planet Earth to exist. In other words, European citizens lack a sense of "Ocean Literacy" - an understanding of the ocean's influence on us and our influence on the ocean. Sea Change, a 3.5 million EU-funded project started in March 2015, is designed to bring about a fundamental 'Sea Change' in the way European citizens view their relationship with the sea, by empowering them as 'Ocean Literate' citizens - to take direct and sustainable action towards healthy seas and ocean, healthy communities and ultimately, a healthy planet. The project involves 17 partners from nine countries across Europe and will bring about real actions using behavior change and social engagement methodologies. Building upon the latest research on citizen and stakeholder attitudes, perceptions and values, the Sea Change partnership will design and implement mobilisation activities focused on education, community, government agencies, policy makers and citizens. Eight consultations were held around Europe with regards to barriers to teaching ocean science at schools. All project partners used a Collective Intelligence (CI) methodology to involve target group(s) in active, direct participation for Sea Change. CI is a "barriers and value" structuring methodology, a process of critical learning and reflection followed by action, and then by more critical learning to enable mobilisation, design and development 'with' people rather than on their behalf. In Greece, the consultation was carried out by HCMR, the lead partner for Greece. Participants were recruited through personal contact and existing education networks that the HCMR has previously worked with. In

  2. Student attitudes to UNDP Social Science curriculum in Fiji — Personal and environmental influences

    Science.gov (United States)

    Baba, Tupeni L.; Fraser, Barry J.

    1983-12-01

    A sample of 834 seventh grade students in Fiji participated in an evaluation of the UNDP Social Science curriculum by responding to questionnaires measuring attitudes to or perceptions of three important curriculum process criteria (Interest, Ease and Adequacy of Time). The three major purposes of the evaluation were to provide formative information to guide curriculum revision, to provide summative information about the overall efficacy of the curriculum, and to explore the differential suitability of the curriculum for students varying in personal and environmental characteristics. Examination of means on individual questionnaire items led to the identification of certain curriculum activities requiring modification to improve their level of Interest, Ease, or Adequacy of Time. The finding that the mean score was relatively high for most questionnaire items suggested that the majority of activities in the curriculum were perceived by students as interesting and easy and having sufficient time for completion. Multiple regression analyses revealed that a block of personal variables and a block of environmental variables, but not a block of person-environment interactions, accounted for a significant amount of variance in the three process criteria. In particular, it was found that student attitudes to the curriculum varied systematically with certain personal variables (e.g., student general interest in social science, student ethnicity) and environmental variables (e.g., school location, teacher training).

  3. Science for Survival: The Modern Synthesis of Evolution and The Biological Sciences Curriculum Study

    Science.gov (United States)

    Green, Lisa Anne

    In this historical dissertation, I examined the process of curriculum development in the Biological Sciences Curriculum Study (BSCS) in the United States during the period 1959-1963. The presentation of evolution in the high school texts was based on a more robust form of Darwinian evolution which developed during the 1930s and 1940s called "the modern synthesis of evolution." Building primarily on the work of historians Vassiliki Smocovitis and John L. Rudolph, I used the archival papers and published writings of the four architects of the modern synthesis and the four most influential leaders of the BSCS in regards to evolution to investigate how the modern synthetic theory of evolution shaped the BSCS curriculum. The central question was "Why was evolution so important to the BSCS to make it the central theme of the texts?" Important answers to this question had already been offered in the historiography, but it was still not clear why every citizen in the world needed to understand evolution. I found that the emphasis on natural selection in the modern synthesis shifted the focus away from humans as passive participants to the recognition that humans are active agents in their own cultural and biological evolution. This required re-education of the world citizenry, which was accomplished in part by the BSCS textbooks. I also found that BSCS leaders Grobman, Glass, and Muller had serious concerns regarding the effects of nuclear radiation on the human gene pool, and were actively involved in informing th public. Lastly, I found that concerns of 1950s reform eugenicists were addressed in the BSCS textbooks, without mentioning eugenics by name. I suggest that the leaders of the BSCS, especially Bentley Glass and Hermann J. Muller, thought that students needed to understand genetics and evolution to be able to make some of the tough choices they might be called on to make as the dominant species on earth and the next reproductive generation in the nuclear age. This

  4. Transformative ocean science through the VENUS and NEPTUNE Canada ocean observing systems

    International Nuclear Information System (INIS)

    Martin Taylor, S.

    2009-01-01

    The health of the world's oceans and their impact on global environmental and climate change make the development of cabled observing systems vital and timely as a data source and archive of unparalleled importance for new discoveries. The VENUS and NEPTUNE Canada observatories are on the forefront of a new generation of ocean science and technology. Funding of over $100M, principally from the Governments of Canada and BC, for these two observatories supports integrated ocean systems science at a regional scale enabled by new developments in powered sub-sea cable technology and in cyber-infrastructure that streams continuous real-time data to Internet-based web platforms. VENUS is a coastal observatory supporting two instrumented arrays in the Saanich Inlet, near Victoria, and in the Strait of Georgia, off Vancouver. NEPTUNE Canada is an 800 km system on the Juan de Fuca Plate off the west coast of British Columbia, which will have five instrumented nodes in operation over the next 18 months. This paper describes the development and management of these two observatories, the principal research themes, and the applications of the research to public policy, economic development, and public education and outreach. Both observatories depend on partnerships with universities, government agencies, private sector companies, and NGOs. International collaboration is central to the development of the research programs, including partnerships with initiatives in the EU, US, Japan, Taiwan and China.

  5. The Central Nervous System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

    Science.gov (United States)

    Jacobs, Cecelia; And Others

    The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum aims to present a framework for alcohol…

  6. The Digestive System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

    Science.gov (United States)

    Jacobs, Cecelia; And Others

    The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum presents a framework for alcohol education…

  7. Science Potential of a Deep Ocean Antineutrino Observatory

    Energy Technology Data Exchange (ETDEWEB)

    Dye, S.T. [Department of Physics and Astronomy, University of Hawaii, 2505 Correa Road, Honolulu, Hawaii, 96822 (United States); College of Natural Sciences, Hawaii Pacific University, 45-045 Kamehameha Highway, Kaneohe, Hawaii 96744 (United States)

    2007-06-15

    This paper presents science potential of a deep ocean antineutrino observatory being developed at Hawaii. The observatory design allows for relocation from one site to another. Positioning the observatory some 60 km distant from a nuclear reactor complex enables precision measurement of neutrino mixing parameters, leading to a determination of neutrino mass hierarchy and {theta}{sub 13}. At a mid-Pacific location the observatory measures the flux and ratio of uranium and thorium decay neutrinos from earth's mantle and performs a sensitive search for a hypothetical natural fission reactor in earth's core. A subsequent deployment at another mid-ocean location would test lateral heterogeneity of uranium and thorium in earth's mantle.

  8. The Analysis of Curriculum Development Studies Which are Applied For Effective Science Teaching at Primary Level in Turkey and Suggestions to Problems Encountered

    OpenAIRE

    Rahmi YAĞBASAN; Murat DEMİRBAŞ

    2005-01-01

    In this study, curriculum development studies for effective science teaching were analyzed in Turkey, solution suggestions were made by determining the confronted problems. The studies for curriculum analysis toward science teaching were done by covering applications of modern science teaching started in 1970s, curriculum of science teaching made in 1990s and applications of science teaching curriculum put into practice in 2000. It was determined that new science teaching studies that will be...

  9. The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

    Science.gov (United States)

    Kulo, Violet; Bodzin, Alec

    2013-02-01

    Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

  10. Rad World -- computer-animated video radiation and hazardous waste-management science curriculum

    International Nuclear Information System (INIS)

    Powell, B.

    1996-01-01

    The Rad World computer-animated video and curriculum materials were developed through a grant from the Waste-management Education and Research Consortium. The package, which includes a computer-animated video, hands-on activities, and multidisciplinary lessons concerning radiation and hazardous-waste management, was created to approach these subjects in an informative, yet entertaining, manner. The lessons and video, designed to supplement studies of energy and physical science at the middle school and high school level, also implement quality and consistent science education as outlined by the New Mexico Science Standards and Benchmarks (1995). Consistent with the curriculum standards and benchmarks, the curriculum includes library research, collaborative learning, hands-on-science, and discovery learning. Pre- and post-tests are included

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

    Science.gov (United States)

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

    2011-12-01

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

  12. Curriculum Package: Elementary Science Lessons. [A Visit to the Louisville, Kentucky Airports: Standiford and Bowman Fields.

    Science.gov (United States)

    Squires, Frances H.

    This science curriculum was written for teachers of children in the elementary grades. It contains science activities for the following lessons: (1) Whirly Birds and the Concept of Lift; (2) Parachutes; (3) Weather Vanes; (4) Paper Airplanes; (5) Flying an Airplane; (6) Jet Engine; (7) Identifying Flying Objects; (8) It's a Bird! It's a Plane; (9)…

  13. Application of the Reggio Emilia Approach to Early Childhood Science Curriculum.

    Science.gov (United States)

    Stegelin, Dolores A.

    2003-01-01

    This article focuses on the relevance of the Reggio Emilia approach to early childhood education for science knowledge and content standards for the preK-12 student population. The article includes: (1) a summary of key concepts; (2) a description of the science curriculum standards for K-3 in the United States; and (3) an example of an in-depth…

  14. An Ecological System Curriculum: An Integrated MST Approach to Environmental Science Education.

    Science.gov (United States)

    Leonhardt, Nina A.

    This paper describes an inquiry-based, student-centered mathematics, science, and technology curriculum guide. It features activities addressing such environmental science topics as groundwater modeling, water filtration, soil permeability and porosity, water temperature and salinity, and quadrant studies. Activities are organized so that the…

  15. Systematic Testing should not be a Topic in the Computer Science Curriculum!

    DEFF Research Database (Denmark)

    Christensen, Henrik Bærbak

    2003-01-01

    In this paper we argue that treating "testing" as an isolated topic is a wrong approach in computer science and software engineering teaching. Instead testing should pervade practical topics and exercises in the computer science curriculum to teach students the importance of producing software...

  16. When Are Students Ready for Research Methods? A Curriculum Mapping Argument for the Political Science Major

    Science.gov (United States)

    Bergbower, Matthew L.

    2017-01-01

    For many political science programs, research methods courses are a fundamental component of the recommended undergraduate curriculum. However, instructors and students often see these courses as the most challenging. This study explores when it is most appropriate for political science majors to enroll and pass a research methods course. The…

  17. The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: An Exploratory Study

    Science.gov (United States)

    Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

    2016-01-01

    With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear…

  18. Implementing an Affordable High-Performance Computing for Teaching-Oriented Computer Science Curriculum

    Science.gov (United States)

    Abuzaghleh, Omar; Goldschmidt, Kathleen; Elleithy, Yasser; Lee, Jeongkyu

    2013-01-01

    With the advances in computing power, high-performance computing (HPC) platforms have had an impact on not only scientific research in advanced organizations but also computer science curriculum in the educational community. For example, multicore programming and parallel systems are highly desired courses in the computer science major. However,…

  19. Developing Oral and Written Communication Skills in Undergraduate Computer Science and Information Systems Curriculum

    Science.gov (United States)

    Kortsarts, Yana; Fischbach, Adam; Rufinus, Jeff; Utell, Janine M.; Yoon, Suk-Chung

    2010-01-01

    Developing and applying oral and written communication skills in the undergraduate computer science and computer information systems curriculum--one of the ABET accreditation requirements - is a very challenging and, at the same time, a rewarding task that provides various opportunities to enrich the undergraduate computer science and computer…

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

    Science.gov (United States)

    Bodzin, Alec; Peffer, Tamara; Kulo, Violet

    2012-01-01

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

  1. Effect of an environmental science curriculum on students' leisure time activities

    Science.gov (United States)

    Blum, Abraham

    Cooley and Reed's active interest measurement approach was combined with Guttman's Facet Design to construct a systematic instrument for the assessment of the impact of an environmental science course on students' behavior outside school. A quasimatched design of teacher allocation to the experimental and control groups according to their preferred teaching style was used. A kind of dummy control curriculum was devised to enable valid comparative evaluation of a new course which differs from the traditional one in both content and goal. This made it possible to control most of the differing factors inherent in the old and new curriculum. The research instrument was given to 1000 students who were taught by 28 teachers. Students who learned according to the experimental curriculum increased their leisure time activities related to the environmental science curriculum significantly. There were no significant differences between boys and girls and between students with different achievement levels.

  2. A Field Course in Ocean Sciences that Emphasizes Sustainabilty

    Science.gov (United States)

    Macko, S. A.; O'Connell, M. T.

    2016-12-01

    Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (18 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This approach, to use a field basis for a course supplement addresses the requests by utilizing local resources and trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and NOAA) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local stores, or larger city markets in Washington, Baltimore and Virginia Beach and International distribution centers, enhanced the understanding of productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the

  3. Improvement on a science curriculum including experimental demonstration of environmental radioactivity for secondary school students

    International Nuclear Information System (INIS)

    Watanabe, Kenji; Matsubara, Shizuo; Aiba, Yoshio; Eriguchi, Hiroshi; Kiyota, Saburo; Takeyama, Tetsuji.

    1988-01-01

    A science curriculum previously prepared for teaching environmental radioactivity was modified on the basis of the results of trial instructions in secondary schools. The main subject of the revised curriculum is an understanding of the natural radioactivity through the experimental demonstration about air-borne β and γ ray emitters. The other subjects included are the radioactive decay, the biological effects of radiation, the concept of risk-benefit balance (acceptable level) and the peaceful uses of nuclear energy and radiation. The work sheets and reference data prepared as learning materials are in two levels corresponding to the ability of students for this curriculum. (author)

  4. Connecting Coastal Communities with Ocean Science: A Look at Ocean Sense and the Inclusion of Place-based Indigenous Knowledge

    Science.gov (United States)

    McLean, M. A.; Brown, J.; Hoeberechts, M.

    2016-02-01

    Ocean Networks Canada (ONC), an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. Technologies developed on the world-leading NEPTUNE and VENUS observatories have been adapted for small coastal installations called "community observatories," which enable community members to directly monitor conditions in the local ocean environment. In 2014, ONC pioneered an innovative educational program, Ocean Sense: Local observations, global connections, which introduces students and teachers to the technologies installed on community observatories. The program introduces middle and high school students to research methods in biology, oceanography and ocean engineering through hands-on activities. Ocean Sense includes a variety of resources and opportunities to excite students and spark curiosity about the ocean environment. The program encourages students to connect their local observations to global ocean processes and the observations of students in other geographic regions. The connection to place and local relevance of the program is further enhanced through an emphasis on Indigenous and place-based knowledge. ONC is working with coastal Indigenous communities in a collaborative process to include local knowledge, culture, and language in Ocean Sense materials. For this process to meaningful and culturally appropriate, ONC is relying on the guidance and oversight of Indigenous community educators and knowledge holders. Ocean Sense also includes opportunities for Indigenous youth and teachers in remote communities to connect in person, including an annual Ocean Science Symposium and professional development events for teachers. Building a program which embraces multiple perspectives is effective both in making ocean science more relevant to Indigenous students and in linking Indigenous knowledge and place-based knowledge to ocean science.

  5. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    Energy Technology Data Exchange (ETDEWEB)

    Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)

    2016-06-15

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  6. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    International Nuclear Information System (INIS)

    Buckley, L

    2016-01-01

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  7. Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers

    Directory of Open Access Journals (Sweden)

    Antti Laherto

    2011-09-01

    Full Text Available The growing societal significance of nanoscience and nanotechnology (NST entails needs for addressing these topics in school curricula. This study lays groundwork for responding to those needs in Finland. The purpose was to analyse the appropriateness of NST for secondary school curriculum contents. First, a week-long in-service teacher training course was arranged on content knowledge of NST. After attending the course, 23 experienced science teachers were surveyed regarding their views on the educational significance of these issues, and on prospects for including them into the curriculum. A questionnaire with open-ended questions was used. Qualitative content analysis of the responses revealed that the respondents considered NST as desirable contents for secondary school, but arranging instruction is problematic. The teachers emphasised the educational significance of many applications, scientific principles and ethical issues related to NST. The outcomes are discussed with reference to recent studies on teachers’ barriers and educational concerns regarding NST.

  8. Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum

    Science.gov (United States)

    Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

    2012-12-01

    Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

  9. COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge

    Science.gov (United States)

    Dublin, Robin; Sigman, Marilyn; Anderson, Andrea; Barnhardt, Ray; Topkok, Sean Asiqluq

    2014-01-01

    We have developed the traditional science fair format into an ocean science fair model that promoted the integration of Western science and Alaska Native traditional knowledge in student projects focused on the ocean, aquatic environments, and climate change. The typical science fair judging criteria for the validity and presentation of the…

  10. Social media connecting ocean sciences and the general public: the @OceanSeaIceNPI experiment

    Science.gov (United States)

    Pavlov, A. K.; Granskog, M. A.; Gerland, S.; Meyer, A.; Hudson, S. R.; Rösel, A.; King, J.; Itkin, P.; Cohen, L.; Dodd, P. A.; de Steur, L.

    2016-02-01

    As researchers we are constantly being encouraged by funding agencies, policy-makers and journalists to conduct effective outreach and to communicate our latest research findings. As environmental scientists we also understand the necessity of communicating our research to the general public. Many of us wish to become better science communicators but have little time and limited funding available to do so. How can we expend our science communication past project-based efforts that have a limited lifetime? Most critically, how can a small research groups do it without additional resources such as funds and communication officers? Social media is one answer, and has become a powerful and inexpensive tool for communicating science to different target audiences. Many research institutions and researchers are exploring the full breadth of possibilities brought by social media for reaching out to the general public, journalists, policy-makers, stake-holders, and research community. However, smaller research groups and labs are still underrepresented in social media. When it comes to practice, some essential difficulties can be encountered: identifying key target groups, defining the framework for sharing responsibilities and interaction within the research group, and finally, choosing a currently up-to-date social medium as a technical solution for communicating your research. Here, a group of oceanography and sea ice researchers (@OceanSeaIceNPI) share the positive experience of developing and maintaining for more than one year a researcher-driven outreach effort currently implemented through Instagram, Twitter and Facebook. We will present potential pitfalls and challenges that small research groups could face, and how to better overcome them. This will hopefully inspire and help other research groups and labs to conduct their own effective ocean science communication.

  11. Integrating Gender into the Political Science Core Curriculum

    Science.gov (United States)

    Cassese, Erin C.; Bos, Angela L.; Duncan, Lauren E.

    2012-01-01

    The New Research on Gender in Political Psychology Conference brought together new and experienced teachers with interests in gender politics. The conference session "Teaching Gender throughout the Curriculum" generated a great deal of discussion concerning the pedagogical practice of gender mainstreaming. Gender mainstreaming--the integration of…

  12. An overview of conceptual understanding in science education curriculum in Indonesia

    Science.gov (United States)

    Widiyatmoko, A.; Shimizu, K.

    2018-03-01

    The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.

  13. Infusion of Climate Change and Geospatial Science Concepts into Environmental and Biological Science Curriculum

    Science.gov (United States)

    Balaji Bhaskar, M. S.; Rosenzweig, J.; Shishodia, S.

    2017-12-01

    The objective of our activity is to improve the students understanding and interpretation of geospatial science and climate change concepts and its applications in the field of Environmental and Biological Sciences in the College of Science Engineering and Technology (COEST) at Texas Southern University (TSU) in Houston, TX. The courses of GIS for Environment, Ecology and Microbiology were selected for the curriculum infusion. A total of ten GIS hands-on lab modules, along with two NCAR (National Center for Atmospheric Research) lab modules on climate change were implemented in the "GIS for Environment" course. GIS and Google Earth Labs along with climate change lectures were infused into Microbiology and Ecology courses. Critical thinking and empirical skills of the students were assessed in all the courses. The student learning outcomes of these courses includes the ability of students to interpret the geospatial maps and the student demonstration of knowledge of the basic principles and concepts of GIS (Geographic Information Systems) and climate change. At the end of the courses, students developed a comprehensive understanding of the geospatial data, its applications in understanding climate change and its interpretation at the local and regional scales during multiple years.

  14. SCUBAnauts International: Exploration and Discovery in the Ocean Sciences

    Science.gov (United States)

    Moses, C. S.; Palandro, D.; Coble, P.; Hu, C.

    2007-12-01

    The SCUBAnauts International program originated in 2001, as a 501(c)(3) non-profit organization designed to increase the attraction to science and technology careers in today's youth. SCUBAnauts International (SNI) consists of a diverse group of 12 to 18 year-old young men and women mentored by academic, federal, and state research scientists in an informal education environment. The program's mission is to promote interest in science and technology topics and careers by involving secondary education students as young explorers in the marine sciences and research activities, such as special environmental and undersea conservation projects that educate, promote active citizenship, and develop effective leadership skills. With help from mentors, SNI students collect and interpret research-quality data to meet the needs of ocean scientists, maintaining direct interaction between the scientists and the young men and women in the program. The science component of the program includes collection of benthic habitat, water quality, optics, and coral reef health data. During the school year, the SCUBAnauts are tasked with sharing their experiences to raise the environmental awareness of a larger audience by providing education outreach in formal and informal venues. Here we highlight results from recent SNI activities including data collection and program methodologies, and discuss future plans for the program.

  15. Teachers' sense-making of curriculum structures and its impact on the implementation of an innovative reform-based science curriculum

    Science.gov (United States)

    Beckford-Smart, Meredith

    This study discusses the social interactions involved in teachers' enactment and use of new science curricula. The teachers studied participated in the LiFE program, a university-school partnership, which is an inquiry based science and nutrition education program. In this program fifth and sixth grade students learned science through the study of food. The program used the study of food and food systems to teach life sciences and nutrition through inquiry based studies. Through the partnership teachers received professional development which aimed to deepen their conceptual understandings of life science and develop skills in implementing inquiry-base teaching. Using qualitative research methods of ethnography and narrative inquiry to study teachers' sense-making of messages from curriculum structures, the intention was to explore how teachers' sense-making of these structures guided their classroom practices. Two research questions were addressed: (a) How do teachers make sense of curriculum given their perceptions, their school context and their curricular context; (b) What influence do their identities as science teachers/learners have on their enactment of an innovative science curriculum. I used comparative analysis to examine teacher's beliefs and identities as teachers/learners. In the process of studying these teachers an understanding of how teachers' stories and identities shape their use and enactment of science curriculum came to light. The initial analysis revealed four distinct teacher identities: (a) social responsibility teacher/learner; (b) experiential teacher/learner; (c) supportive institution teacher/learner; and (d) turning point teacher. Besides these distinct teacher identities three cross cutting themes emerged: (a) creating environments conducive to their teaching visions; (b) empowering student through science teaching; and (c) dealing with the uncertainty of teaching. The information gathered from this study will illuminate how these

  16. Youth Science Ambassadors: Connecting Indigenous communities with Ocean Networks Canada tools to inspire future ocean scientists and marine resource managers

    Science.gov (United States)

    Pelz, M.; Hoeberechts, M.; Hale, C.; McLean, M. A.

    2017-12-01

    This presentation describes Ocean Networks Canada's (ONC) Youth Science Ambassador Program. The Youth Science Ambassadors are a growing network of youth in Canadian coastal communities whose role is to connect ocean science, ONC data, and Indigenous knowledge. By directly employing Indigenous youth in communities in which ONC operates monitoring equipment, ONC aims to encourage wider participation and interest in ocean science and exploration. Further, the Youth Science Ambassadors act as role models and mentors to other local youth by highlighting connections between Indigenous and local knowledge and current marine science efforts. Ocean Networks Canada, an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. These include technologies developed on the world-leading NEPTUNE and VENUS observatories as well as community observatories in the Arctic and coastal British Columbia. These observatories, large and small, enable communities, users, scientists, teachers, and students to monitor real-time and historical data from the local marine environment from anywhere on the globe. Youth Science Ambassadors are part of the Learning and Engagement team whose role includes engaging Indigenous communities and schools in ocean science through ONC's K-12 Ocean Sense education program. All of the data collected by ONC are freely available over the Internet for non-profit use, including disaster planning, community-based decision making, and education. The Youth Science Ambassadors support collaboration with Indigenous communities and schools by facilitating educational programming, encouraging participation in ocean data collection and analysis, and fostering interest in ocean science. In addition, the Youth Science Ambassadors support community collaboration in decision-making for instrument deployment locations and identify ways in which ONC can help to address any areas of concern raised by the community. This

  17. An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials

    NARCIS (Netherlands)

    Putter - Smits, de L.G.A.; Taconis, R.; Driel, van J.H.; Jochems, W.M.G.

    2012-01-01

    The committees for the current Dutch context-based innovation in secondary science education employed teachers to design context-based curriculum materials. A study on the learning of science teachers in design teams for context-based curriculum materials is presented in this paper. In a correlation

  18. Go Ask Alice: Uncovering the Role of a University Partner in an Informal Science Curriculum Support Network

    Science.gov (United States)

    Baker-Doyle, Kira J.

    2013-01-01

    This article describes a study from the Linking Instructors Networks of Knowledge in Science Education project, which aims to examine the informal science curriculum support networks of teachers in a school-university curriculum reform partnership. We used social network analysis and qualitative methods to reveal characteristics of the informal…

  19. Boundary Interaction: Towards Developing a Mobile Technology-Enabled Science Curriculum to Integrate Learning in the Informal Spaces

    Science.gov (United States)

    Sun, Daner; Looi, Chee-Kit

    2018-01-01

    This paper explores the crossover between formal learning and learning in informal spaces supported by mobile technology, and proposes design principles for educators to carry out a science curriculum, namely Boundary Activity-based Science Curriculum (BAbSC). The conceptualization of the boundary object, and the principles of boundary activity as…

  20. Using the earth system for integrating the science curriculum

    Science.gov (United States)

    Mayer, Victor J.

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

  1. Lessons learned from curriculum changes and setting curriculum objectives at the University of Pennsylvania's Earth and Environmental Science Department

    Science.gov (United States)

    Dmochowski, J. E.

    2009-12-01

    Recent restructuring of the University of Pennsylvania’s curriculum, including a revised multi-disciplinary Environmental Studies major and a proposed Environmental Science major has led to several changes, including a mandatory junior research seminar. Feedback from students indicates that a more structured curriculum has helped guide them through the multi-disciplinary Environmental Studies major. The addition of mandatory courses in Statistics, Geographical and Environmental Modeling, as well as Economics and Policy has ensured that students have important skills needed to succeed after graduation. We have compiled a curriculum objective matrix to clarify both the broad and focused objectives of our curriculum and how each course helps to fulfill these objectives. An important aspect of both majors is the Senior Thesis. The junior research seminar was recently revised to help students prepare for their thesis research. Topic selection, library research, data presentation, basic research methods, advisor identification, and funding options are discussed. Throughout the course, faculty from within the department lecture about their research and highlight opportunities for undergraduates. In one assignment, students are given a few types of datasets and asked to present the data and error analysis in various formats using different software (SPSS and Excel). The final paper was a research proposal outlining the student’s Senior Thesis. Based on both the university and instructor written course evaluations, students felt they benefited most from writing their senior thesis proposal; doing assignments on data analysis, library research and critical analysis; and the faculty research lectures. The lessons learned in restructuring this flexible major and providing a research seminar in the junior year may benefit other departments considering such changes.

  2. Leading change: curriculum reform in graduate education in the biomedical sciences.

    Science.gov (United States)

    Dasgupta, Shoumita; Symes, Karen; Hyman, Linda

    2015-01-01

    The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were also 15 unique curricula. Departments and programs offered courses independently, and students participated in curricula that were overlapping combinations of these courses. This system created curricula that were not coordinated and that had redundant course content as well as content gaps. A partnership of key stakeholders began a curriculum reform process to completely restructure doctoral education at the Boston University School of Medicine. The key pedagogical goals, objectives, and elements designed into the new curriculum through this reform process created a curriculum designed to foster the interdisciplinary thinking that students are ultimately asked to utilize in their research endeavors. We implemented comprehensive student and peer evaluation of the new Foundations in Biomedical Sciences integrated curriculum to assess the new curriculum. Furthermore, we detail how this process served as a gateway toward creating a more fully integrated graduate experience, under the umbrella of the Program in Biomedical Sciences. © 2015 The International Union of Biochemistry and Molecular Biology.

  3. Dissemination of an innovative mastery learning curriculum grounded in implementation science principles: a case study.

    Science.gov (United States)

    McGaghie, William C; Barsuk, Jeffrey H; Cohen, Elaine R; Kristopaitis, Theresa; Wayne, Diane B

    2015-11-01

    Dissemination of a medical education innovation, such as mastery learning, from a setting where it has been used successfully to a new and different medical education environment is not easy. This article describes the uneven yet successful dissemination of a simulation-based mastery learning (SBML) curriculum on central venous catheter (CVC) insertion for internal medicine and emergency medicine residents across medical education settings. The dissemination program was grounded in implementation science principles. The article begins by describing implementation science which addresses the mechanisms of medical education and health care delivery. The authors then present a mastery learning case study in two phases: (1) the development, implementation, and evaluation of the SBML CVC curriculum at a tertiary care academic medical center; and (2) the dissemination of the SBML CVC curriculum to an academic community hospital setting. Contextual information about the drivers and barriers that affected the SBML CVC curriculum dissemination is presented. This work demonstrates that dissemination of mastery learning curricula, like all other medical education innovations, will fail without active educational leadership, personal contacts, dedication, hard work, rigorous measurement, and attention to implementation science principles. The article concludes by presenting a set of lessons learned about disseminating an SBML CVC curriculum across different medical education settings.

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

    Science.gov (United States)

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

    2016-04-01

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

  5. A statistical analysis of the characteristics of the intended curriculum for Japanese primary science and its relationship to the attained curriculum

    Directory of Open Access Journals (Sweden)

    Kenji Matsubara

    2016-08-01

    Full Text Available Abstract This study statistically investigates the characteristics of the intended curriculum for Japanese primary science, focusing on the learning content. The study used the TIMSS 2011 Grade 4 Curriculum Questionnaire data as a major source for the learning content prescribed at the national level. Confirmatory factor analysis was used to determine the extent to which a topic area was covered, as compared to the average among the 59 TIMSS 2011 participating countries. The study revealed that the topic areas of “Human Health” and “Changes in Environments,” both in the life science domain, showed statistically less coverage in the Japanese primary science curriculum when compared to the international average. Furthermore, in discussion, the study relates the characteristics found in the intended curriculum to those in the attained curriculum, examining the percent correct statistics for relevant items from the science assessment. Based on these findings, the study proposes two recommendations for revision of the Japanese primary science curriculum.

  6. Airway Science curriculum demonstration project : summary of initial evaluation findings.

    Science.gov (United States)

    1988-10-01

    The performance, perceptions, and characteristics of Airway Science hires were compared with those of traditional hires. As of May 12, 1987. a total of 197 Airway Science candidates had been selected into FAA occupations. The demographic characterist...

  7. Fostering Student Sense Making in Elementary Science Learning Environments: Elementary Teachers' Use of Science Curriculum Materials to Promote Explanation Construction

    Science.gov (United States)

    Zangori, Laura; Forbes, Cory T.; Biggers, Mandy

    2013-01-01

    While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support…

  8. Study of graduate curriculum in the radiological science: problems and suggestions

    International Nuclear Information System (INIS)

    Ko, Seong Jin; Kim, Hwa Gon; Kang, Se Sik; Park, Byeong Rae; Kim, Chang Soo

    2006-01-01

    Currently, Educational program of radiological science is developed in enormous growth, our educational environments leading allied health science education program in the number of super high speed medical industry. Radiological science may be the fastest growing technologies in our medical department today. In this way, Medical industry fields converged in the daily quick, the fact that department of radiological science didn't discharged ones duties on current educational environments. The curriculum of radiological technologists that play an important part between skill and occupation's education as major and personality didn't performed one's part most effectively on current medical environments and digital radiological equipment interface. We expect improvement and suggestion to grow natural disposition as studies in the graduate of radiological science. Therefore, in this paper, current curriculum of radiological science are catched hold of trend and problems on digital radiology environments, on fact the present state of problems, for Graduate program of radiological science, graduate courses of MS and ph.D. are suggested a reform measure of major education curriculum introduction

  9. Fossil Fuels. A Supplement to the "Science 100, 101" Curriculum Guide. Curriculum Support Series.

    Science.gov (United States)

    Soprovich, William, Comp.

    When the fossil fuels unit was first designed for Science 101 (the currently approved provincial guide for grade 10 science in Manitoba), Canadian support materials were very limited. Since students are asked to interpret data concerning energy consumption and sources for certain fossil fuels, the need for appropriate Canadian data became obvious.…

  10. Probing the Natural World, Level III, Teacher's Edition: Investigating Variation. Intermediate Science Curriculum Study.

    Science.gov (United States)

    Bonar, John R., Ed.; Hathway, James A., Ed.

    This is the teacher's edition of one of the eight units of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). This unit focuses on diversity in human populations, measurement, and data collection. Optional excursions are described for students who wish to study a topic in greater depth. An introduction describes…

  11. Probing the Natural World, Level III, Student Guide: Investigating Variation. Intermediate Science Curriculum Study.

    Science.gov (United States)

    Bonar, John R., Ed.; Hathway, James A., Ed.

    This is the student's text of one unit of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). This unit focuses on diversity in human populations, measurement, and data collection. Numerous activities are given and optional excursions encourage students to pursue a topic in greater depth. Data tables within the…

  12. Science Education Curriculum Development Principles in Taiwan: Connecting with Aboriginal Learning and Culture

    Science.gov (United States)

    Huang, Tzu-Hua; Liu, Yuan-Chen

    2017-01-01

    This paper reflects thorough consideration of cultural perspectives in the establishment of science curriculum development principles in Taiwan. The authority explicitly states that education measures and activities of aboriginal peoples' ethnic group should be implemented consistently to incorporate their history, language, art, living customs,…

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

    Science.gov (United States)

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

    2018-01-01

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

  14. Science teachers designing context-based curriculum materials : developing context-based teaching competence

    NARCIS (Netherlands)

    Putter - Smits, de L.G.A.

    2012-01-01

    The intended new context-based curriculum for four science subjects (AS-MaT1, biology, chemistry, and physics) in senior general secondary education and pre-university education has been the subject of numerous research and teacher professionalisation efforts in the Netherlands for the last seven

  15. Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms

    Science.gov (United States)

    Hondrich, Annika Lena; Hertel, Silke; Adl-Amini, Katja; Klieme, Eckhard

    2016-01-01

    The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers' implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between…

  16. A Look at the Relationship of Curriculum and Instruction and the Art and Science of Teaching

    Science.gov (United States)

    Flake, Lee Hatch

    2017-01-01

    The definition of instruction and curriculum may take on different meanings based on the purpose or interpretation whether political, social, or educational. Teaching effectively requires the skill of a knowledgeable and experienced educator. Teaching can be convincingly debated as being an art or a science or defined collectively as an art and a…

  17. Perspective of Lecturers in Implementing PISMP Science Curriculum in Malaysia's IPG

    Science.gov (United States)

    Yahya, Fauziah Hj; Bin Hamdan, Abdul Rahim; Jantan, Hafsah Binti; Saleh, Halimatussadiah Binti

    2015-01-01

    The article aims to identify lecturers' perspectives in implementing PISMP science curriculum in IPG Malaysia based on teaching experience with KIPP model. The respondents consisted of 105 lecturers from 20 IPG Malaysia. The study used a questionnaire consisting of 74 items covering the four dimensions (Context, Input, Process and Product). Data…

  18. The Biome Project: Developing a Legitimate Parallel Curriculum for Physical Education and Life Sciences

    Science.gov (United States)

    Hastie, Peter Andrew

    2013-01-01

    The purpose of this article is to describe the outcomes of a parallel curriculum project between life sciences and physical education. Throughout a 6-week period, students in grades two through five became members of teams that represented different animal species and biomes, and concurrently participated in a season of gymnastics skills and…

  19. A Study of Changes in the Library and Information Science Curriculum with Evaluation of Its Practicality

    Science.gov (United States)

    Noh, Younghee; Ahn, In-Ja; Choi, Sang-Ki

    2012-01-01

    Purpose: This study analyzed the process of changes in Korean Library and Information Science curriculum and evaluated the courses currently available by using a perception survey of librarians in the field. It also explored a possible demand for new courses, while suggesting compulsory, core, and optional courses for Bachelor's degree curriculum…

  20. Ethics Instruction in Library and Information Science: The Role of "Ethics across the Curriculum"

    Science.gov (United States)

    Smith, Bernie Todd

    2010-01-01

    Ethics is an important element of most graduate professional training programs. In the field of Library and Information Science (LIS) the inclusion of ethics in the curriculum is supported by a position paper by library educators and is monitored in the accreditation of graduate programs. Despite the many LIS programs which claim to integrate…

  1. The MORPG-Based Learning System for Multiple Courses: A Case Study on Computer Science Curriculum

    Science.gov (United States)

    Liu, Kuo-Yu

    2015-01-01

    This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of "Introduction to Computer Science" as a study case to assess students' learning…

  2. Access, Astronomy and Science Fiction. A Case Study in Curriculum Design

    Science.gov (United States)

    Saunders, Danny; Brake, Mark; Griffiths, Martin; Thornton, Rosi

    2004-01-01

    It is argued that a positive response to lifelong learning policies involves the use of imaginative curriculum design in order to attract learners from disadvantaged backgrounds who are otherwise alienated from higher education. In this article a case study is presented based on the popularity of science fiction within popular culture, beginning…

  3. Mapping Physical Sciences Teachers' Concerns Regarding the New Curriculum in South Africa

    Science.gov (United States)

    Gudyanga, Remeredzayi; Jita, Loyiso C.

    2018-01-01

    This article reports on a study investigating physical sciences teachers' stages of concern (SoC) profiles during the implementation of the curriculum and assessment policy statement (CAPS) in South Africa. Throughout reform implementation, it is conceivable that teachers go through different SoC, ranging from giving low priority to the reform…

  4. Life Sciences Teachers Negotiating Professional Development Agency in Changing Curriculum Times

    Science.gov (United States)

    Singh-Pillay, Asheena; Samuel, Michael Anthony

    2017-01-01

    This article probes teacher responses to three curricular reform initiatives from a South African situated contextual perspective. It focuses on Life Sciences teachers who have initially reported feeling overwhelmed by this rapidly changing curriculum environment: adopting and re-adapting to the many expected shifts. The research question posed…

  5. Living in Water: An Aquatic Science Curriculum for Grades 5-7.

    Science.gov (United States)

    National Aquarium in Baltimore, MD. Dept. of Education.

    "Living in Water" is a classroom-based, scientific study of water, aquatic environments, and the plants and animals that live in water. The lessons in this curriculum integrate basic physical, biological, and earth sciences, and mathematics. The integration of language arts is also considered essential to its success. These lessons do not require…

  6. Design of a social constructivism-based curriculum for primary science education in Confucian heritage culture

    NARCIS (Netherlands)

    Vu Thu Hang, N.

    2014-01-01

    This study is about the application of social constructivism in primary science curriculum in Confucian heritage culture. It was found that the implementation of social constructivism in Confucian heritage culture was low and influenced by cultural divergences between Confucian cultural philosophy

  7. The "Curriculum for Excellence": A Major Change for Scottish Science Education

    Science.gov (United States)

    Brown, Sally

    2014-01-01

    The Curriculum for Excellence and new National Qualifications offer innovative reform, based on widely supported ideas and aims, for Scottish preschool, primary and secondary education levels. "Objectives and syllabuses" for science are replaced by "experiences and outcomes". Most strikingly, central prescription makes way for…

  8. Probing the Natural World, Level III, Student Guide: What's Up? Intermediate Science Curriculum Study.

    Science.gov (United States)

    Bonar, John R., Ed.; Hathway, James A., Ed.

    This is the student's text of one unit of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The chapters contain basic information about rockets, space, and principles of physics, as well as activities related to the subject and optional excursions. A section of introductory notes to the student discusses how the…

  9. Nurturing At-Risk Youth in Math and Science: Curriculum and Teaching Considerations.

    Science.gov (United States)

    Tobias, Randolf

    The social environment of today has necessitated revision in educators' beliefs about what students are considered to be at risk of failing to complete their education with adequate levels of skills. This book addresses this issue in the areas of mathematics and science and is intended as a curriculum and teacher training accompaniment that can…

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

    Science.gov (United States)

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

    2016-01-01

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

  11. Experiencing Wireless Sensor Network Concepts in an Undergraduate Computer Science Curriculum

    NARCIS (Netherlands)

    Zwartjes, G.J.; van de Voort, M.; Dil, B.J.; Havinga, Paul J.M.

    2009-01-01

    Incorporating Embedded Systems courses in a general and broad Computer Science undergraduate curriculum can be a challenging task. The lack of experience with relevant tools and programming languages tends to limit the amount material that can be included in courses on this area. This, combined with

  12. Investigating the Role of the Teacher in Science Curriculum: New Evidence for an Old Debate

    Science.gov (United States)

    Penuel, W.; McAuliffe, C.; McWilliams, H.

    2007-12-01

    It is widely believed that teachers need high-quality curriculum materials to improve teaching and learning. Professional development designs differ, however, in whether they emphasize preparing teachers to use expert- designed curricula or preparing teachers with the tools needed to design and implement high-quality science units themselves. Evidence exists for the effectiveness of providing teachers with training in how to implement expert-designed curricula (Bredderman, 1983; Shymansky, Hedges, & Woodworth, 1990; Weinstein, Boulanger, & Walberg, 1982) and for providing teachers with professional development aimed at preparing teachers to design instruction and assessments (Black & Harrison, 2001; Shepard, 1997; Sneider, Adams, Ibanez, Templeton, & Porter, 1996). However, no studies, however, have compared explicitly these different approaches to preparing teachers to plan and enact instruction in science. The Transforming Instruction by Design in Earth Science (TIDES) project is an experimental study comparing the efficacy of three different approaches to professional development. The approaches differ with respect to the role that teachers are expected to play in curriculum. In one condition (Earth Science by Design), teachers learn how to design curriculum units in Earth science. In a second condition (Investigating Earth Systems), teachers learn how to adopt and implement curriculum materials developed by experts. In the third condition (Hybrid), teachers learn a principled approach to adapt expert-developed curriculum materials. The TIDES study is examining the impacts of each of the approaches to professional development on instructional planning and on the quality of assignments and assessments they give to students. We measured impacts on instructional planning using an end-of-unit questionnaire that focused on changes to teachers" overall approach to planning units of instruction, their strategies for organizing assignment, and materials they use in

  13. Minutes of TOPEX/POSEIDON Science Working Team Meeting and Ocean Tides Workshop

    Science.gov (United States)

    Fu, Lee-Lueng (Editor)

    1995-01-01

    This third TOPEX/POSEIDON Science Working Team meeting was held on December 4, 1994 to review progress in defining ocean tide models, precision Earth orbits, and various science algorithms. A related workshop on ocean tides convened to select the best models to be used by scientists in the Geophysical Data Records.

  14. Impetus and barriers to teaching ocean literacy: A perspective from landlocked middle school science teachers

    Science.gov (United States)

    Gillan, Amy Larrison

    The demand for a more ocean literate citizenry is growing rapidly in response to an ocean increasingly in peril. Discovering how to include students far removed from the ocean in our teaching about the ocean is imperative to meeting that charge. The purpose of the present study was to investigate the extent to which middle school science teachers in landlocked states addressed important ocean literacy concepts and what they perceived to be barriers and motivators to their doing so. This descriptive study was based on a nation-wide survey of middle school science teachers and content analyses of their most commonly used science textbooks and their state science standards. Data was analyzed quantitatively. Results indicated that landlocked and coastal teachers are similar in terms of their infrequency of teaching about the ocean, yet a number of their perceptions of barriers and motivators to do so vary. The barrier most often mentioned was middle school state science standards, which characteristically ignore the ocean sciences. The results are discussed in terms of their impact on ocean literacy professional development providers, science textbook publishers, and state science standards revision committees.

  15. Focus: knowing the ocean: a role for the history of science.

    Science.gov (United States)

    Rozwadowski, Helen M

    2014-06-01

    While most historians have treated the sea as a surface or a void, the history of science is well positioned to draw the ocean itself into history. The contributors to this Focus section build on the modest existing tradition of history of oceanography and extend that tradition to demonstrate both the insights to be gained by studying oceans historically and the critical role that the history of science should play in future environmental history of the ocean.

  16. Climate Change and Arctic Issues in the Marine and Environmental Science Curriculum at the U.S. Coast Guard Academy

    Science.gov (United States)

    Vlietstra, L.; McConnell, M. C.; Bergondo, D. L.; Mrakovcich, K. L.; Futch, V.; Stutzman, B. S.; Fleischmann, C. M.

    2016-02-01

    As global climate change becomes more evident, demand will likely increase for experts with a detailed understanding of the scientific basis of climate change, the ocean's role in the earth-atmosphere system, and forecasted impacts, especially in Arctic regions where effects may be most pronounced. As a result, programs in marine and environmental sciences are uniquely poised to prepare graduates for the formidable challenges posed by changing climates. Here we present research evaluating the prevalence and themes of courses focusing on anthropogenic climate change in 125 Marine Science and Environmental Science undergraduate programs at 86 institutions in the United States. These results, in addition to the increasing role of the Coast Guard in the Arctic, led to the development of two new courses in the curriculum. Climate Change Science, a one-credit seminar, includes several student-centered activities supporting key learning objectives. Polar Oceanography, a three-credit course, incorporates a major outreach component to Coast Guard units and members of the scientific community. Given the importance of climate change in Arctic regions in particular, we also propose six essential "Arctic Literacy Principles" around which courses or individual lesson plans may be organized. We show how these principles are incorporated into an additional new three-credit course, Model Arctic Council, which prepares students to participate in a week-long simulation exercise of Arctic Council meetings, held in Fairbanks, Alaska. Students examine the history and mission of the Arctic Council and explore some of the issues on which the council has deliberated. Special attention is paid to priorities of the current U.S. chairmanship of the Arctic Council which include climate change impacts on, and stewardship of, the Arctic Ocean.

  17. Science in Hawaii/Haawina Hoopapau: A Culturally Responsive Curriculum Project

    Science.gov (United States)

    Galloway, L. M.; Roberts, K.; Leake, D. W.; Stodden, R. S.; Crabbe, V.

    2005-12-01

    The marvels of modern science often fail to engage indigenous students, as the content and instructional style are usually rooted in the Western experience. This 3 year project, funded by the US Dept. of Education for the Education of Native Hawaiians, offers a curriculum that teaches science through (rather than just about) Native Hawaiian culture. The curriculum focuses on the interdependence of natural resources in our ahupuaa, or watersheds, and helps students strengthen their sense of place and self to malama i ka aina, to care for the land. Further, the curriculum is designed to: engage students in scientific study with relevant, interesting content and activities; improve student achievement of state department of education standards; increase student knowledge and skills in science, math and language arts; respond to the learning needs of Native Hawaiian and/or at-risk students. The project will be presented by a curriculum writer who created and adapted more than a year's worth of materials by teaming with kupuna (respected elders), local cultural experts and role models, educators (new, veteran, Hawaiian, non-Hawaiian, mainland, general and special education teachers), and professionals at the Center on Disability Studies at the University of Hawaii and ALU LIKE, Inc, a non-profit organization to assist Native Hawaiians. The materials created thus far are available for viewing at: www.scihi.hawaii.edu The curriculum, designed for grades 8-11 science classes, can be used to teach a year-long course, a unit, or single lesson related to astronomy, biology, botany, chemistry, geology, oceanography, physical and environmental sciences. This project is in its final year of field testing, polishing and dissemination, and therefore this session will encourage idea sharing, as does our copyright free Web site.

  18. How a science methods course may influence the curriculum decisions of preservice teachers in the Bahamas

    Science.gov (United States)

    Wisdom, Sonya L.

    The purpose of this study was to examine how a science methods course in primary education might influence the curriculum decisions of preservice teachers in The Bahamas related to unit plan development on environmental science topics. Grounded in a social constructivist theoretical framework for teaching and learning science, this study explored the development of the confidence and competence of six preservice teachers to teach environmental science topics at the primary school level. A qualitative case study using action research methodologies was conducted. The perspectives of preservice teachers about the relevancy of methods used in a science methods course were examined as I became more reflective about my practice. Using constant comparative analysis, data from student-written documents and interviews as well as my field notes from class observations and reflective journaling were analyzed for emerging patterns and themes. Findings of the study indicated that while preservice teachers showed a slight increase in interest regarding learning and teaching environmental science, their primary focus during the course was learning effective teaching strategies in science on topics with which they already had familiarity. Simultaneously, I gained a deeper understanding of the usefulness of reflection in my practice. As a contribution to the complexity of learning to teach science at the primary school level, this study suggests some issues for consideration as preservice teachers are supported to utilize more of the national primary science curriculum in The Bahamas.

  19. Exploring Ivorian Perspectives on the Effectiveness of the Current Ivorian Science Curriculum in Addressing Issues Related to HIV/AIDS

    Science.gov (United States)

    Ado, Gustave Firmin

    2014-01-01

    School-based HIV/AIDS science education has the potential to impact students when integrated into the science curriculum. However, this mixed method study shows that school-based HIV/AIDS science education is often not infused into career subjects such as science education but integrated into civics education and taught by teachers who lack the…

  20. Optimizing biomedical science learning in a veterinary curriculum: a review.

    Science.gov (United States)

    Warren, Amy L; Donnon, Tyrone

    2013-01-01

    As veterinary medical curricula evolve, the time dedicated to biomedical science teaching, as well as the role of biomedical science knowledge in veterinary education, has been scrutinized. Aside from being mandated by accrediting bodies, biomedical science knowledge plays an important role in developing clinical, diagnostic, and therapeutic reasoning skills in the application of clinical skills, in supporting evidence-based veterinary practice and life-long learning, and in advancing biomedical knowledge and comparative medicine. With an increasing volume and fast pace of change in biomedical knowledge, as well as increased demands on curricular time, there has been pressure to make biomedical science education efficient and relevant for veterinary medicine. This has lead to a shift in biomedical education from fact-based, teacher-centered and discipline-based teaching to applicable, student-centered, integrated teaching. This movement is supported by adult learning theories and is thought to enhance students' transference of biomedical science into their clinical practice. The importance of biomedical science in veterinary education and the theories of biomedical science learning will be discussed in this article. In addition, we will explore current advances in biomedical teaching methodologies that are aimed to maximize knowledge retention and application for clinical veterinary training and practice.

  1. Prospects and challenges in teachers’ adoption of a new modeling orientated science curriculum in lower secondary school in Denmark

    DEFF Research Database (Denmark)

    Nielsen, Sanne Schnell

    A new science curriculum with a significant emphasis on modeling has recently been enacted in the Danish compulsory school. This design based study aims to investigate science teachers’ beliefs, practice and reflections in response to the new curriculum. The data sources include teacher...... towards the modeling emphasis in the new curriculum, but nevertheless use a restricted range of modeling practices and pay limited attention to the purpose and utility of models. Teachers raised concerns in enacting the new curriculum due to: (i) Lack of time for preparations and teamwork, (ii) Shortage...... of clarifications and examples in the curriculum materials and teacher education on how to enact modeling in practice, (iii) Overcrowded curriculum, and (iv) Lack of alignment with a national test. In addition, the results indicate an inconsistence between teachers’ intentions and their classroom practice...

  2. Hydromania II: Journey of the Oncorhynchus. Summer Science Camp Curriculum 1994.

    Energy Technology Data Exchange (ETDEWEB)

    Moura, Joan; Swerin, Rod

    1995-01-01

    The Hydromania II curriculum was written for the third in a series of summer science camp experiences targeting students in grades 4--6 who generally have difficulty accessing supplementary academic programs. The summer science camp in Portland is a collaborative effort between Bonneville Power Administration (BPA), the US Department of Energy (DOE), and the Portland Parks and Recreation Community Schools Program along with various other cooperating businesses and organizations. The curriculum has also been incorporated into other summer programs and has been used by teachers to supplement classroom activities. Camps are designed to make available, affordable learning experiences that are fun and motivating to students for the study of science and math. Inner-city, under-represented minorities, rural, and low-income families are particularly encouraged to enroll their children in the program.

  3. Water in the Solar System: The Development of Science Education Curriculum Focused on Planetary Exploration

    Science.gov (United States)

    Edgar, L. A.; Anderson, R. B.; Gaither, T. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.

    2017-12-01

    "Water in the Solar System" is an out-of-school time (OST) science education activity for middle school students that was developed as part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project. The PLANETS project was selected in support of the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice, with the goal of developing and disseminating OST curriculum and related professional development modules that integrate planetary science, technology, and engineering. "Water in the Solar System" is a science activity that addresses the abundance and availability of water in the solar system. The activity consists of three exercises based on the following guiding questions: 1) How much water is there on the Earth? 2) Where can you find water in the solar system? and 3) What properties affect whether or not water can be used by astronauts? The three exercises involve a scaling relationship demonstration about the abundance of useable water on Earth, a card game to explore where water is found in the solar system, and a hands-on exercise to investigate pH and salinity. Through these activities students learn that although there is a lot of water on Earth, most of it is not in a form that is accessible for humans to use. They also learn that most water in the solar system is actually farther from the sun, and that properties such as salinity and pH affect whether water can be used by humans. In addition to content for students, the activity includes background information for educators, and links to in-depth descriptions of the science content. "Water in the Solar System" was developed through collaboration between subject matter experts at the USGS Astrogeology Science Center, and curriculum and professional development experts in the Center for Science Teaching and Learning at Northern Arizona University. Here we describe our process of curriculum development, education objectives of

  4. Challenging traditional assumptions of high school science through the physics and Everyday Thinking Curriculum(TM)

    Science.gov (United States)

    Ross, Michael J.

    Science education in the U.S. has failed for over a century to bring the experience of scientific induction to classrooms, from elementary science to undergraduate courses. The achievement of American students on international comparisons of science proficiency is unacceptable, and the disparities between groups underrepresented in STEM and others are large and resistant to reform efforts. This study investigated the enactment of a physics curriculum designed upon the inductive method in a high school serving mostly students from groups underrepresented in science. The Physics and Everyday Thinking curriculum was designed to model the central practices of science and to provide opportunities for students to both extract general principles of physics and to develop scientific models from laboratory evidence. The findings of this study suggest that scientific induction is not only a process that is well within the capacity of high school students, but they enjoy it as well. Students that engaged in the central practices of science through the inductive method reported a new sense of agency and control in their learning. These findings suggest that modeling the pedagogy of the science classroom upon the epistemology of science can result in a mode of learning that can lead to positive identification with physics and the development of scientific literacy.

  5. The quest for balanced curriculum: The perceptions of secondary students and teachers who experienced an integrated art and science curriculum

    Science.gov (United States)

    Schramm, Susan Lynn

    The purpose of this study was to describe how an integrated high school curriculum unit connecting the different subject areas of art and science could be used to give students a voice in the decisions about learning. Through the data generated I examined the obstacles of integrating curriculum in a traditionally subject-centered high school. Forty-one students, nineteen biology students in the ninth grade, and twenty-two art students ranging from the tenth grade through the twelfth grade, along with their two teachers and a student teacher, were the subjects of the research. An integrated curricular unit, "Genetic Robotics," was designed specifically for this research to enable students to integrate scientific and artistic processes such as communication skills, problem-solving, critical thinking, creativity and responsiveness to the aesthetic; thus empowering them for future learning. Semi-structured interviews, surveys, questionnaires, informal conversations, reaction journals, field observations, video tapes, and official documents from the school, provided the data for this research. Data were collected using a strategy of participant-observation. The constant comparative analysis method was employed to explore emerging themes. Oak Park students' adaptability to an integrated art and science unit was found to be limited because of their inability to conceptualize curricular structures that are different from the traditional ones to which they are accustomed. Students typically scored high on standardized proficiency tests and college entrance exams. Therefore, for them to experience an innovation that is not based on the memorize-and-recall mode of learning is to risk failure and many are unwilling to do so, especially the high achieving students.

  6. Work-Based Curriculum to Broaden Learners' Participation in Science: Insights for Designers

    Science.gov (United States)

    Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan

    2018-05-01

    Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.

  7. Collaborative curriculum design to increase science teaching self-efficacy

    NARCIS (Netherlands)

    Velthuis, C.H.

    2014-01-01

    The focus in this study is on developing a teacher training program for improving teachers’ science teaching self-efficacy. Teachers with a high sense of self-efficacy will set higher goals for themselves, are less afraid of failure and will find new strategies when old ones fail. If their sense of

  8. Integrating Leadership Development throughout the Undergraduate Science Curriculum

    Science.gov (United States)

    Reed, Kelynne E.; Aiello, David P.; Barton, Lance F.; Gould, Stephanie L.; McCain, Karla S.; Richardson, John M.

    2016-01-01

    This article discusses the STEM (science, technology, engineering, and mathematics) Teaching and Research (STAR) Leadership Program, developed at Austin College, which engages students in activities integrated into undergraduate STEM courses that promote the development of leadership behaviors. Students focus on interpersonal communication,…

  9. Fifteen years medical information sciences: the Amsterdam curriculum

    NARCIS (Netherlands)

    Jaspers, Monique W.; Fockens, Paul; Ravesloot, Jan H.; Limburg, Martien; Abu-Hanna, Ameen

    2004-01-01

    Objectives: To inform the medical informatics community on the rational, goals, evolution and present contents of the Medical Information Sciences program of the University of Amsterdam and our achievements. Methods: We elaborate on the history of our program, the philosophy, contents and

  10. Curriculum challenges faced by rural-origin health science students ...

    African Journals Online (AJOL)

    This article is one of a series of investigations into various aspects of university life and career choices of health science students. Data were collected at three South African universities by the Collaboration for Health Equity through Education and Research (CHEER) collaborators. Ethical permission was sought from each ...

  11. Food-Based Science Curriculum Yields Gains in Nutrition Knowledge

    Science.gov (United States)

    Carraway-Stage, Virginia; Hovland, Jana; Showers, Carissa; Díaz, Sebastián; Duffrin, Melani W.

    2015-01-01

    Background: Students may be receiving less than an average of 4?hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics. Methods: During the 2009-2010 school year, researchers implemented the Food, Math, and Science…

  12. Communicating Ocean Sciences to Informal Audiences (COSIA): Universities, Oceanographic Institutions, Science Centers and Aquariums Working Together to Improve Ocean Education and Public Outreach

    Science.gov (United States)

    Glenn, S.; McDonnell, J.; Halversen, C.; Zimmerman, T.; Ingram, L.

    2007-12-01

    Ocean observatories have already demonstrated their ability to maintain long-term time series, capture episodic events, provide context for improved shipboard sampling, and improve accessibility to a broader range of participants. Communicating Ocean Sciences, an already existing college course from COSEE-California has demonstrated its ability to teach future scientists essential communication skills. The NSF-funded Communicating Ocean Sciences to Informal Audiences (COSIA) project has leveraged these experiences and others to demonstrate a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. The COSIA effort is one of the pathfinders for ensuring that the new scientific results from the increasing U.S. investments in ocean observatories is effectively communicated to the nation, and will serve as a model for other fields. Our presentation will describe a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. COSIA established partnerships between informal science education institutions and universities nationwide to facilitate quality outreach by scientists and the delivery of rigorous, cutting edge science by informal educators while teaching future scientists (college students) essential communication skills. The COSIA model includes scientist-educator partnerships that develop and deliver a college course that teaches communication skills through the understanding of learning theory specifically related to informal learning environments and the practice of these skills at aquariums and science centers. The goals of COSIA are to: provide a model for establishing substantive, long-term partnerships between scientists and informal science education institutions to meet their respective outreach needs; provide future scientists with experiences delivering outreach and promoting the broader impact of research; and provide diverse role models

  13. Interdisciplinary Climate Change Curriculum Materials based on the Next Generation Science Standards and The Earth Charter

    Science.gov (United States)

    Barbosa, A.; Robertson, W. H.

    2013-12-01

    In the 2012, the National Research Council (NRC) of the National Academies' reported that one of the major issues associated with the development of climate change curriculum was the lack of interdisciplinary materials that also promoted a correlation between science standards and content. Therefore, in order to respond to this need, our group has developed an interdisciplinary climate change curriculum that has had as its fundamental basis the alignment with the guidelines presented by the Next Generation Science Standards (NGSS) and the ones presented by the international document entitled The Earth Charter. In this regards, while the alignment with NGSS disciplinary core ideas, cross-concepts and students' expectations intended to fulfill the need for the development of climate change curriculum activities that were directly associated with the appropriate set of NGSS guidelines, the alignment with The Earth Charter document intended to reinforce the need the for the integration of sociological, philosophical and intercultural analysis of the theme 'climate change'. Additionally, our curriculum was also developed as part of a collaborative project between climate scientists and engineers, who are responsible for the development of a Regional Arctic Simulation Model (RASM). Hence, another important curriculum constituent was the feedback, suggestions and reviews provided by these professionals, who have also contributed to these pedagogical materials' scientific accuracy by facilitating the integration of datasets and visualizations developed by RASM. Furthermore, our group has developed a climate change curriculum for two types of audience: high school and early undergraduate students. Each curriculum unit is divided into modules and each module contains a set of lesson plans. The topics selected to compose each unit and module were designated according to the surveys conducted with scientists and engineers involved with the development of the climate change

  14. Updating the immunology curriculum in clinical laboratory science.

    Science.gov (United States)

    Stevens, C D

    2000-01-01

    To determine essential content areas of immunology/serology courses at the clinical laboratory technician (CLT) and clinical laboratory scientist (CLS) levels. A questionnaire was designed which listed all major topics in immunology and serology. Participants were asked to place a check beside each topic covered. For an additional list of serological and immunological laboratory testing, participants were asked to indicate if each test was performed in either the didactic or clinical setting, or not performed at all. A national survey of 593 NAACLS approved CLT and CLS programs was conducted by mail under the auspices of ASCLS. Responses were obtained from 158 programs. Respondents from all across the United States included 60 CLT programs, 48 hospital-based CLS programs, 45 university-based CLS programs, and 5 university-based combined CLT and CLS programs. The survey was designed to enumerate major topics included in immunology and serology courses by a majority of participants at two distinct educational levels, CLT and CLS. Laboratory testing routinely performed in student laboratories as well as in the clinical setting was also determined for these two levels of practitioners. Certain key topics were common to most immunology and serology courses. There were some notable differences in the depth of courses at the CLT and CLS levels. Laboratory testing associated with these courses also differed at the two levels. Testing requiring more detailed interpretation, such as antinuclear antibody patterns (ANAs), was mainly performed by CLS students only. There are certain key topics as well as specific laboratory tests that should be included in immunology/serology courses at each of the two different educational levels to best prepare students for the workplace. Educators can use this information as a guide to plan a curriculum for such courses.

  15. Science curriculum effects in high school: A quantitative synthesis

    Science.gov (United States)

    Weinstein, Thomas; Boulanger, F. David; Walberg, Herbert J.

    To assess the impact of the innovative precollege science curricula of the past twenty years on learning, a search was conducted using the computer-assisted Bibliographic Retrieval System (BRS), the ERIC Annual Summaries of Research in Science Education, and Dissertation Abstracts International. A total of 151 effect sizes were obtained from 33 studies representing 19,149 junior and senior high school students in the United States, Great Britain, and Israel. Study-weighted analysis yielded an overall mean effect size of 0.31 significantly favorable to the innovative curricula [t(25) = 2.183, p < 0.05] on all outcomes. Student performance in innovative curricula averaged in the 62nd percentile relative to the control norm. Tabulation of signed comparisons indicated that sixty-four out of eighty-one unweighted outcomes were favorable to the innovative curricula. Separate analyses for test content bias, methodological rigor, type of learning, and student characteristics showed no significant differences across these categories.

  16. Factors affecting retention in science-based curriculums at HBCUs

    Energy Technology Data Exchange (ETDEWEB)

    Pelham, J.

    1991-01-01

    A systematic and comprehensive study of the retention of minority students enrolled in college-level engineering was conducted. The majority of prior work in this area focused on institutional retention factors for students in non-specified majors and considered students dropouts'' whenever there was a break in enrollment. This study looked only at students whose beginning major was engineering, enrolled primarily at historically black colleges and universities (HBCUs), including a comparison sample from a predominantly white institution (PWI). Science persisters were defined as those students who continuously enrolled in post-secondary institutions full- and part-time -- whether or not they transferred between institutions. The critical factor was their continued enrollment in engineering. Study participants provided four types of information: (1) a measure of academic motivation, (2) an objective measure of science interest, (3) a measure of nine aspects of normal personality functioning, and (4) an assessment of selected demographic variables. 64 refs.

  17. Factors affecting retention in science-based curriculums at HBCUs

    Energy Technology Data Exchange (ETDEWEB)

    Pelham, J.

    1991-12-31

    A systematic and comprehensive study of the retention of minority students enrolled in college-level engineering was conducted. The majority of prior work in this area focused on institutional retention factors for students in non-specified majors and considered students ``dropouts`` whenever there was a break in enrollment. This study looked only at students whose beginning major was engineering, enrolled primarily at historically black colleges and universities (HBCUs), including a comparison sample from a predominantly white institution (PWI). Science persisters were defined as those students who continuously enrolled in post-secondary institutions full- and part-time -- whether or not they transferred between institutions. The critical factor was their continued enrollment in engineering. Study participants provided four types of information: (1) a measure of academic motivation, (2) an objective measure of science interest, (3) a measure of nine aspects of normal personality functioning, and (4) an assessment of selected demographic variables. 64 refs.

  18. Into the Curriculum. Art: Whistler's Mother; Reading/Language Arts: Finding My Voice; Science: Where on My Tongue? Taste; Social Studies/Science: Volcanoes; Social Studies: Pompeii.

    Science.gov (United States)

    Reed-Mundell, Charlie

    2001-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in art, reading, language arts, science, and social studies. Describes library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up for each activity. (LRW)

  19. Teacher enactment of an inquiry-based science curriculum and its relationship to student interest and achievement in science

    Science.gov (United States)

    Dimichino, Daniela C.

    This mixed-methods case study, influenced by aspects of grounded theory, aims to explore the relationships among a teacher's attitude toward inquiry-based middle school reform, their enactment of such a curriculum, and student interest and achievement in science. A solid theoretical basis was constructed from the literature on the benefits of inquiry-based science over traditional science education, the benefits of using constructivist learning techniques in the classroom, the importance of motivating teachers to change their teaching practices to be more constructive, and the importance of motivating and exciting students in order to boost achievement in science. Data was collected using qualitative documents such as teacher and student interviews, classroom observations, and curriculum development meetings, in addition to quantitative documents such as student science interest surveys and science skills tests. The qualitative analysis focused on examining teacher attitudes toward curricular reform efforts, and the enactments of three science teachers during the initial year of an inquiry-based middle school curriculum adoption using a fidelity of implementation tool constructed from themes that emerged from the data documents utilized in this study. In addition, both qualitative and quantitative tools were used to measure an increase or decrease in student interest and student achievement over the study year, and their resulting relationships to their teachers' attitudes and enactments of the curriculum. Results from data analysis revealed a positive relationship between the teachers' attitude toward curricular change and their fidelity of implementation to the developers' intentions, or curricular enactment. In addition, strong positive relationships were also discovered among teacher attitude, student interest, and student achievement. Variations in teacher enactment also related to variations in student interest and achievement, with considerable positive

  20. Support of a Problem-Based Learning Curriculum by Basic Science Faculty

    Directory of Open Access Journals (Sweden)

    William L. Anderson

    2002-11-01

    Full Text Available Although published reports describe benefits to students of learning in a problem-based, student-centered environment, questions have persisted about the excessive faculty time commitments associated with the implementation of PBL pedagogy. The argument has been put forward that the excessive faculty costs of such a curriculum cannot be justified based upon the potential benefits to students. However, the magnitude of the faculty time commitment to a PBL curriculum to support the aforementioned argument is not clear to us and we suspect that it is also equally unclear to individuals charged with making resource decisions supporting the educational efforts of the institution. Therefore, to evaluate this cost - benefit question, we analyzed the actual basic science faculty time commitment in a hybrid PBL curriculum during the first phase 18 months of undergraduate medical education. The results of this analysis do demonstrate an increase in faculty time commitments but do not support the argument that PBL pedagogy is excessively costly in terms of faculty time. For the year analyzed in this report, basic science faculty members contributed on average of 27.4 hours to the instruction of medical students. The results of the analysis did show significant contributions (57% of instructional time by the clinical faculty during the initial 18 months of medical school. In addition, the data revealed a four-fold difference between time commitments of the four basic science departments. We conclude that a PBL curriculum does not place unreasonable demands on the time of basic science faculty. The demands on clinical faculty, in the context of their other commitments, could not be evaluated. Moreover, this type of analysis provides a tool that can be used to make faculty resource allocation decisions fairly.

  1. Windmills by Design: Purposeful Curriculum Design to Meet Next Generation Science Standards in a 9-12 Physics Classroom

    Science.gov (United States)

    Concannon, James; Brown, Patrick L.

    2017-01-01

    The "Next Generation Science Standards" (NGSS) challenges science teachers to think beyond specific content standards when considering how to design and implement curriculum. This lesson, "Windmills by Design," is an insightful lesson in how science teachers can create and implement a cross-cutting lesson to teach the concepts…

  2. The role of project-based learning in the "Political and social sciences of the environment" curriculum at Nijmegen University

    NARCIS (Netherlands)

    Leroy, P.; Bosch, van den H.; Ligthart, S.S.H.

    2001-01-01

    Since the end of 1996, teachers at the Faculty of Policy Sciences at Nijmegen University, The Netherlands, have been working on a new educational programme called "Political and Social Sciences of the Environment" (PSSE). In fact, the PSSE curriculum builds on the Environmental Policy Sciences

  3. Models and Materials: Bridging Art and Science in the Secondary Curriculum

    Science.gov (United States)

    Pak, D.; Cavazos, L.

    2006-12-01

    Creating and sustaining student engagement in science is one challenge facing secondary teachers. The visual arts provide an alternative means of communicating scientific concepts to students who may not respond to traditional formats or identify themselves as interested in science. We have initiated a three-year teacher professional development program at U C Santa Barbara focused on bridging art and science in secondary curricula, to engage students underrepresented in science majors, including girls, English language learners and non-traditional learners. The three-year format provides the teams of teachers with the time and resources necessary to create innovative learning experiences for students that will enhance their understanding of both art and science content. Models and Materials brings together ten secondary art and science teachers from six Santa Barbara County schools. Of the five participating science teachers, three teach Earth Science and two teach Life Science. Art and science teachers from each school are teamed and challenged with the task of creating integrated curriculum projects that bring visual art concepts to the science classroom and science concepts to the art classroom. Models and Materials were selected as unifying themes; understanding the concept of models, their development and limitations, is a prominent goal in the California State Science and Art Standards. Similarly, the relationship between composition, structure and properties of materials is important to both art and science learning. The program began with a 2-week institute designed to highlight the natural links between art and science through presentations and activities by both artists and scientists, to inspire teachers to develop new ways to present models in their classrooms, and for the teacher teams to brainstorm ideas for curriculum projects. During the current school year, teachers will begin to integrate science and art and the themes of modeling and materials

  4. Effective Lesson Planning: Field Trips in the Science Curriculum

    Science.gov (United States)

    Rieger, C. R.

    2010-10-01

    Science field trips can positively impact and motivate students. However, if a field trip is not executed properly, with appropriate preparation and follow-up reinforcement, it can result in a loss of valuable educational time and promote misconceptions in the students. This study was undertaken to determine if a classroom lesson before an out-of-the-classroom activity would affect learner gain more or less than a lesson after the activity. The study was based on the immersive theater movie ``Earth's Wild Ride'' coupled with a teacher-led Power Point lesson. The participants in the study were students in a sixth grade physical science class. The order of lessons showed no detectable effect on final learner outcomes. Based on pre- and post-testing, improvement in mean learning gain came from the teacher-led lesson independent of the movie. The visit to the immersive theater, however, had significant positive effects that did not show up in the quantitative results of the testing.

  5. Incorporating Genomics and Bioinformatics across the Life Sciences Curriculum

    Energy Technology Data Exchange (ETDEWEB)

    Ditty, Jayna L.; Kvaal, Christopher A.; Goodner, Brad; Freyermuth, Sharyn K.; Bailey, Cheryl; Britton, Robert A.; Gordon, Stuart G.; Heinhorst, Sabine; Reed, Kelynne; Xu, Zhaohui; Sanders-Lorenz, Erin R.; Axen, Seth; Kim, Edwin; Johns, Mitrick; Scott, Kathleen; Kerfeld, Cheryl A.

    2011-08-01

    Undergraduate life sciences education needs an overhaul, as clearly described in the National Research Council of the National Academies publication BIO 2010: Transforming Undergraduate Education for Future Research Biologists. Among BIO 2010's top recommendations is the need to involve students in working with real data and tools that reflect the nature of life sciences research in the 21st century. Education research studies support the importance of utilizing primary literature, designing and implementing experiments, and analyzing results in the context of a bona fide scientific question in cultivating the analytical skills necessary to become a scientist. Incorporating these basic scientific methodologies in undergraduate education leads to increased undergraduate and post-graduate retention in the sciences. Toward this end, many undergraduate teaching organizations offer training and suggestions for faculty to update and improve their teaching approaches to help students learn as scientists, through design and discovery (e.g., Council of Undergraduate Research [www.cur.org] and Project Kaleidoscope [www.pkal.org]). With the advent of genome sequencing and bioinformatics, many scientists now formulate biological questions and interpret research results in the context of genomic information. Just as the use of bioinformatic tools and databases changed the way scientists investigate problems, it must change how scientists teach to create new opportunities for students to gain experiences reflecting the influence of genomics, proteomics, and bioinformatics on modern life sciences research. Educators have responded by incorporating bioinformatics into diverse life science curricula. While these published exercises in, and guidelines for, bioinformatics curricula are helpful and inspirational, faculty new to the area of bioinformatics inevitably need training in the theoretical underpinnings of the algorithms. Moreover, effectively integrating bioinformatics

  6. Stochastic and Statistical Methods in Climate, Atmosphere, and Ocean Science

    NARCIS (Netherlands)

    D.T. Crommelin (Daan); B. Khouider; B. Engquist

    2015-01-01

    htmlabstractIntroduction The behavior of the atmosphere, oceans, and climate is intrinsically uncertain. The basic physical principles that govern atmospheric and oceanic flows are well known, for example, the Navier-Stokes equations for fluid flow, thermodynamic properties of moist air, and the

  7. The Value of Fidelity of Implementation Criteria to Evaluate School-Based Science Curriculum Innovations

    Science.gov (United States)

    Lee, Yew-Jin; Chue, Shien

    2013-10-01

    School-based curriculum innovations, including those in science education, are usually not adequately evaluated, if at all. Furthermore, current procedures and instruments for programme evaluations are often unable to support evidence-based decision-making. We suggest that adopting fidelity of implementation (FOI) criteria from healthcare research can both characterize and narrow the separation between programme intent and actual implementation, which is a mandatory stage of evaluation before determining overall programme value. We demonstrate how such a process could be applied by science educators using data from a secondary school in Singapore that had devised a new curriculum to promote interest, investigative processes, and knowledge in science. Results showed that there were ambivalent student responses to this programme, while there were high levels of science process skill instruction and close alignment with the intended lesson design. The implementation of this programme appeared to have a satisfactory overall level of FOI, but we also detected tensions between programme intent and everyday classroom teaching. If we want to advance science education, then our argument is that applying FOI criteria is necessary when evaluating all curricular innovations, not just those that originate from schools.

  8. Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study

    Science.gov (United States)

    Park, Do-Yong; Park, Mira

    2013-01-01

    The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how…

  9. The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

    Science.gov (United States)

    Abualrob, Marwan M. A.; Daniel, Esther Gnanamalar Sarojini

    2013-01-01

    This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second,…

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

    Science.gov (United States)

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

    2018-05-20

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

  11. Transformative Multicultural Science curriculum: A case study of middle school robotics

    Science.gov (United States)

    Grimes, Mary Katheryn

    Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a culturally diverse charter school responded to a Multicultural Science program. Furthermore, this research sought to better understand the dynamics of teaching and learning strategies used within the paradigm of Multicultural Science. The school's Robotics class, a class typically stereotyped as fitting within the misconceptions associated with the Western Modern Science paradigm, was the center of this case study. A triangulation of data consisted of class observations throughout two semesters; pre and post student science attitude surveys; and interviews with individual students, Robotic student teams, the Robotics class instructor, and school administration. Three themes emerged from the data that conceptualized the influence of a Multicultural Science curriculum with ethnically diverse students in a charter school's Robotics class. Results included the students' perceptions of a connection between science (i.e., Robotics) and their personal lives, a positive growth in the students' attitude toward science (and engineering), and a sense of personal empowerment toward being successful in science. However, also evident in the findings were the students' stereotypical attitudes toward science (and scientists) and their lack of understanding of the Nature of Science. Implications from this study include suggestions toward the development of Multicultural Science curricula in public schools. Modifications in university science methods courses to include the Multicultural Science paradigm are also suggested.

  12. Incorporating Environmental Regulation and Litigation in Earth Science Curriculum

    Science.gov (United States)

    Flegal, A. R.

    2004-12-01

    Fundamental knowledge of geological processes is not only needed for effective environmental regulation and litigation, but Earth Science students find that relevance motivating in their studies of those processes. Crustal abundance and redox reactions suddenly become personally meaningful when they are used to account for the presence of high levels of carcinogenic Cr(VI) in the students' drinking water. Similarly, epithermal mercury deposits and the element's speciation gain new importance when they are related to the warning signs on the consumption of fish that the students catch and eat. And even those students that are not motivated by these, and many other, applications of geology find solace in learning that anthropogenic perturbations of the global lead cycle may partially account for their short attention span, lack of interest, and inability to learn the material. Consequently, a number of courses in environmental toxicology and ground water contamination have been developed that are based on (1) case studies in environmental regulation and litigation and (2) active student participation as "expert witnesses" opining on the scientific basis of environmental decisions.

  13. The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform

    Science.gov (United States)

    Bonner, Portia Selene

    2001-07-01

    Science education reform is one of the focal points of restructuring the educational system in the United States. However, research indicates a slow change in progression towards science literacy among secondary students. One of the factors contributing to slow change is how teachers implement the curriculum in the classroom. Three constructs are believed to be influential in curriculum implementation: educational beliefs, pedagogical knowledge and perception of the curriculum. Earlier research suggests that there is a strong correlation between teachers' educational beliefs and instructional practices. These beliefs can be predictors of preferred strategies employed in the classroom. Secondly, teachers' pedagogical knowledge, that is the ability to apply theory and appropriate strategies associated with implementing and evaluating a curriculum, contributes to implementation. Thirdly, perception or how the curriculum itself is perceived also effects implementation. Each of these constructs has been examined independently, but never the interplay of the three. The purpose of this qualitative study was to examine the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of a science curriculum with respect to how these influence curriculum implementation. This was accomplished by investigating the emerging themes that evolved from classroom observations, transcripts from interview and supplementary data. Five high school biology teachers in an urban school system were observed for ten months for correspondence of teaching strategies to the curriculum. Teachers were interviewed formally and informally about their perceptions of science teaching, learning and the curriculum. Supplementary material such as lesson plans, course syllabus and notes from classroom observations were collected and analyzed. Data were transcribed and analyzed for recurring themes using a thematic matrix. A theoretical model was developed from the emerging

  14. Transdisciplinary science: a path to understanding the interactions among ocean acidification, ecosystems, and society

    Science.gov (United States)

    Yates, Kimberly K.; Turley, Carol; Hopkinson, Brian M.; Todgham, Anne E.; Cross, Jessica N.; Greening, Holly; Williamson, Phillip; Van Hooidonk, Ruben; Deheyn, Dimitri D.; Johnson, Zachary

    2015-01-01

    The global nature of ocean acidification (OA) transcends habitats, ecosystems, regions, and science disciplines. The scientific community recognizes that the biggest challenge in improving understanding of how changing OA conditions affect ecosystems, and associated consequences for human society, requires integration of experimental, observational, and modeling approaches from many disciplines over a wide range of temporal and spatial scales. Such transdisciplinary science is the next step in providing relevant, meaningful results and optimal guidance to policymakers and coastal managers. We discuss the challenges associated with integrating ocean acidification science across funding agencies, institutions, disciplines, topical areas, and regions, and the value of unifying science objectives and activities to deliver insights into local, regional, and global scale impacts. We identify guiding principles and strategies for developing transdisciplinary research in the ocean acidification science community.

  15. What Will Science Gain From Mapping the World Ocean Floor?

    Science.gov (United States)

    Jakobsson, M.

    2017-12-01

    It is difficult to estimate how much of the World Ocean floor topography (bathymetry) that has been mapped. Estimates range from a few to more than ten percent of the World Ocean area. The most recent version of the bathymetric grid compiled by the General Bathymetric Chart of the Oceans (GEBCO) has bathymetric control points in 18% of the 30 x 30 arc second large grid cells. The depth values for the rest of the cells are obtained through interpolation guided by satellite altimetry in deep water. With this statistic at hand, it seems tenable to suggest that there are many scientific discoveries to be made from a complete high-resolution mapping of the World Ocean floor. In this presentation, some of our recent scientific discoveries based on modern multibeam bathymetric mapping will be highlighted and discussed. For example, how multibeam mapping provided evidence for a km-thick ice shelf covering the entire Arctic Ocean during peak glacial conditions, a hypothesis proposed nearly half a century ago, and how groundwater escape features are visible in high-resolution bathymetry in the Baltic Sea, with potential implications for the freshwater budget and distribution of nutrients and pollutants. Presented examples will be placed in the context of mapping resolution, systematic surveys versus mapping along transits, and scientific hypothesis driven mapping versus ocean exploration. The newly announced Nippon Foundation - GEBCO Seabed 2030 project has the vision to map 100% of the World Ocean floor mapped by 2030. Are there specific scientific areas where we can expect new discoveries from all mapping data collected through the Seabed 2030 project? Are there outstanding hypothesis that can be tested from a fully mapped World Ocean floor?

  16. Supports and Concerns for Teacher Professional Growth During the Implementation of a Science Curriculum Innovation

    Science.gov (United States)

    Peers, Cheryl (Shelley) E.; Diezmann, Carmel M.; Watters, James J.

    2003-02-01

    Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher''s successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher''s practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations.

  17. Slow science: the value of long ocean biogeochemistry records.

    Science.gov (United States)

    Henson, Stephanie A

    2014-09-28

    Sustained observations (SOs) have provided invaluable information on the ocean's biology and biogeochemistry for over 50 years. They continue to play a vital role in elucidating the functioning of the marine ecosystem, particularly in the light of ongoing climate change. Repeated, consistent observations have provided the opportunity to resolve temporal and/or spatial variability in ocean biogeochemistry, which has driven exploration of the factors controlling biological parameters and processes. Here, I highlight some of the key breakthroughs in biological oceanography that have been enabled by SOs, which include areas such as trophic dynamics, understanding variability, improved biogeochemical models and the role of ocean biology in the global carbon cycle. In the near future, SOs are poised to make progress on several fronts, including detecting climate change effects on ocean biogeochemistry, high-resolution observations of physical-biological interactions and greater observational capability in both the mesopelagic zone and harsh environments, such as the Arctic. We are now entering a new era for biological SOs, one in which our motivations have evolved from the need to acquire basic understanding of the ocean's state and variability, to a need to understand ocean biogeochemistry in the context of increasing pressure in the form of climate change, overfishing and eutrophication.

  18. Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.

    Science.gov (United States)

    Best, Leandra; Walton, Joanne N; Walker, Judith; von Bergmann, HsingChi

    2016-04-01

    This article describes how the University of British Columbia Faculty of Dentistry reached consensus on essential basic biomedical science objectives for DMD students and applied the information to the renewal of its DMD curriculum. The Delphi Method was used to build consensus among dental faculty members and students regarding the relevance of over 1,500 existing biomedical science objectives. Volunteer panels of at least three faculty members (a basic scientist, a general dentist, and a dental specialist) and a fourth-year dental student were formed for each of 13 biomedical courses in the first two years of the program. Panel members worked independently and anonymously, rating each course objective as "need to know," "nice to know," "irrelevant," or "don't know." Panel members were advised after each round which objectives had not yet achieved a 75% consensus and were asked to reconsider their ratings. After a maximum of three rounds to reach consensus, a second group of faculty experts reviewed and refined the results to establish the biomedical science objectives for the renewed curriculum. There was consensus on 46% of the learning objectives after round one, 80% after round two, and 95% after round three. The second expert group addressed any remaining objectives as part of its review process. Only 47% of previous biomedical science course objectives were judged to be essential or "need to know" for the general dentist. The consensus reached by participants in the Delphi Method panels and a second group of faculty experts led to a streamlined, better integrated DMD curriculum to prepare graduates for future practice.

  19. SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science

    Science.gov (United States)

    Jolley, Allison; Lane, Erin; Kennedy, Ben; Frappé-Sénéclauze, Tom-Pierre

    2012-01-01

    This paper discusses the development and results of a new tool used for measuring shifts in students' perceptions of earth and ocean sciences called the Student Perceptions about Earth Sciences Survey (SPESS). The survey measures where students lie on the novice--expert continuum, and how their perceptions change after taking one or more earth and…

  20. Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

    Science.gov (United States)

    Clifford, Betsey A.

    The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

  1. U.S. Geological Survey (USGS) Western Region: Coastal and Ocean Science

    Science.gov (United States)

    Kinsinger, Anne E.

    2009-01-01

    USGS Western Region Coastal and Ocean Science is interdisciplinary, collaborative, and integrates expertise from all USGS Disciplines, and ten of its major Science Centers, in Alaska, Hawai'i, California, Washington, and Oregon. The scientific talent, laboratories, and research vessels in the Western Region and across the Nation, strategically position the USGS to address broad geographic and oceanographic research topics. USGS information products inform resource managers and policy makers who must balance conservation mandates with increasing demands for resources that sustain the Nation's economy. This fact sheet describes but a few examples of the breadth of USGS science conducted in coastal, nearshore, and ocean environments along our Nation's West Coast and Pacific Islands.

  2. Crop and Soil Science. A Curriculum Guide for Idaho Vocational Agriculture Instructors. Volume 1 and Volume 2.

    Science.gov (United States)

    Ledington, Richard L.

    The 24 units that comprise this crop and soil science curriculum guide are not geared to a particular age level and must be adapted to the students for whom they are used. Units 1 through 6 are general units covering topics common to soil science. Units 7 through 24 are units covering topics common to crop production. Each unit includes objectives…

  3. Curriculum Package: Junior High - Middle School Science Lessons. [A Visit to the Louisville, Kentucky Airports: Standiford and Bowman Fields.

    Science.gov (United States)

    Squires, Frances H.

    This science curriculum was written for teachers of children in junior high or middle school. It contains science activities for the following lessons: (1) Anemometers and Wind Speed; (2) Up! Up! and Away; (3) Jet Lag--Time Zones; (4) Inventors; (5) Model Rocketry; (6) Geometry and Kites; and (7) Super Savers. In lesson one, students construct an…

  4. Establishing Enabling Conditions to Develop Critical Thinking Skills: A Case of Innovative Curriculum Design in Environmental Science

    Science.gov (United States)

    Belluigi, Dina Zoe; Cundill, Georgina

    2017-01-01

    This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which…

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

    Science.gov (United States)

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

    2018-01-01

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

  6. Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum

    Directory of Open Access Journals (Sweden)

    Warih Handayaningrum

    2016-12-01

    Full Text Available This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum. This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment. This study applies steps in developmental research collaboration by Borg & Gall (1989 and Puslitjaknov (2008 to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.

  7. Using the AGsploration: the Science of Maryland Agriculture Curriculum as a Tool to Increase Youth Appreciation and Understanding of Agriculture and Science

    Directory of Open Access Journals (Sweden)

    April Hall Barczewski

    2017-01-01

    Full Text Available AGsploration: The Science of Maryland Agriculture is a 24-lesson, peer-reviewed curriculum that includes experiential hands-on activities and built-in pre-/post-evaluation tools. Lesson topics include production agriculture, the environment and nutrition with emphasis on how science relates to each topic. Student pre-/post- evaluation data reflects participation in AGsploration positively affects students’ attitudes about agriculture and science. Separate evaluations were developed to survey two groups of trained teen teachers about the curriculum immediately following their training, 1-2 years after using the curriculum and another 3-4 years post involvement. The results demonstrated that teen teachers were an effective way to disseminate the curriculum and these same teens increased their agriculture knowledge, life skills and interest in agriculture science education and careers. A similar evaluation was conducted with adult educators following a training session and another 1-2 years after actively using the curriculum. This data suggests that the curriculum is well received and valued.

  8. Influence of Science, Technology, and Engineering Curriculum on Rural Midwestern High School Student Career Decisions

    Science.gov (United States)

    Killingsworth, John

    Low degree completion in technical and engineering degrees is a growing concern for policymakers and educators in the United States. This study was an examination of the behaviors of adolescents specific to career decisions related to technology and engineering. The central research question for this study was: do rural, Midwestern high school technical and engineering curricula serve to engage students sufficiently to encourage them to persist through high school while sustaining their interests in technology and engineering careers? Engaging students in technology and engineering fields is the challenge for educators throughout the country and the Midwest. Rural schools have the additional challenge of meeting those issues because of resource limitations. Students in three Midwestern schools were surveyed to determine the level of interest in technology and engineering. The generalized likelihood ratio test was used to overcome concerns for small sample sizes. Accounting for dependent variables, multiple independent variables are examined using descriptive statistics to determine which have greater influence on career decisions, specifically those related to technology and engineering. A typical science curriculum is defined for rural Midwestern high schools. This study concludes that such curriculum achieves the goal of maintaining or increasing student interest and engagement in STEM careers. Furthermore, those schools that incorporate contextual and experiential learning activities into the curriculum demonstrate increased results in influencing student career choices toward technology and engineering careers. Implications for parents, educators, and industry professionals are discussed.

  9. Center of Microbial Oceanography Research and Education (C-MORE) Initiatives Toward Promoting Diversity in the Ocean Sciences

    Science.gov (United States)

    Bruno, B. C.

    2007-05-01

    The ocean sciences suffer from a lack of diversity, particularly among indigenous peoples, despite the fact that indigenous peoples often have deep, cultural knowledge about the marine environment. Nowhere is this inequity more glaring than in Hawaii. Traditional knowledge in marine science enabled Native Hawaiians and Pacific Islanders (NHPI) to become world leaders in transpacific canoe voyaging, aquaculture, and fisheries. Yet today, NHPI are severely underrepresented in the ocean sciences (and in STEM fields in general) at all levels of education and employment. When compared to other ethnic and racial groups in Hawaii, NHPI students as a group have among the poorest educational performance, indicated in part by underrepresentation in college enrolment and pre-college gifted and talented programs, as well as overrepresentation in eligibility for special education and free and reduced lunch programs. The Center of Microbial Oceanography Research and Education (C-MORE), a NSF-funded, multi-institutional Science and Technology Center based at the University of Hawai (UH), is determined to address this inequity. C- MORE is committed to increasing diversity in the ocean sciences, particularly among NHPI, at all levels of education and research. Our approach is to work with existing programs with a track record of increasing diversity among NHPI. We are currently developing culturally relevant materials including educational games for K-12 students, mentorships for high school and community college students, and laboratory and shipboard experiences for teachers and undergraduates in partnership with minority-serving organizations. Some of our main partners are EPSCoR (Experimental Program to Stimulate Competitive Research), Ka `Imi `Ike (an NSF- funded program to recruit and retain NHPI undergraduates in geosciences), Upward Bound (an enrichment program for economically disadvantaged high school students which includes intensive summer courses), the UH Center on

  10. An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform

    Science.gov (United States)

    Nargund-Joshi, Vanashri

    This study explores the concepts and behaviors, otherwise referred to as orientations, of six Indian science teachers and the alignment of these orientations to the 2005 India National Curriculum Framework (NCF-2005). Differences in teachers' orientations across grade bands (elementary, middle, and secondary) and school types (public versus private) are also examined to determine how contextual factors may influence this alignment. First, a content analysis of the NCF-2005 was completed to identify the overarching principles of the NCF-2005 and goals specific to the teaching and learning of science. Interviews with school principals were also analyzed to understand how the goals of NCF-2005 were communicated to schools and teachers. Together, these data sources served to answer research question one. Next, profiles were created based on three interviews with each teacher and several observations of their teaching. These profiles provide a point of reference for answering the remaining three research questions. Findings include teacher's orientations falling along a continuum from traditionalist in nature to inquiry/constructivist in nature. Stark contrasts were found between traditionalist orientations and the goals of NCF-2005, with much of this contrast due to the limited pedagogical content knowledge these teachers have regarding students' scientific thinking, curriculum design, instructional strategies, and assessment. Inquiry/constructivist teachers' orientations, while more in line with reform, still have a few key areas of pedagogical content knowledge needing attention (e.g., knowledge of assessment and a variety of purposes for constructivist instructional strategies). In response to the final research question, several contextual factors contributed to teachers' orientations including environmental constraints, such as limited resources and large class sizes, cultural testing pressures, and limited accessibility to professional development. Suggestions

  11. From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science

    Science.gov (United States)

    Kaya, Ebru; Erduran, Sibel

    2016-01-01

    The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein's idea to…

  12. Using EarthLabs to Enhance Earth Science Curriculum in Texas

    Science.gov (United States)

    Chegwidden, D. M.; Ellins, K. K.; Haddad, N.; Ledley, T. S.

    2012-12-01

    As an educator in Texas, a state that values and supports an Earth Science curriculum, I find it essential to educate my students who are our future voting citizens and tax payers. It is important to equip them with tools to understand and solve the challenges of solving of climate change. As informed citizens, students can help to educate others in the community with basic knowledge of weather and climate. They can also help to dispose of the many misconceptions that surround the climate change, which is perceived as a controversial topic. As a participant in a NSF-sponsored Texas Earth and Space (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to develop and test education resources for the EarthLabs climate literacy collection. I am involved in the multiple phases of the project, including reviewing labs that comprise the Climate, Weather and Biosphere module during the development phase, pilot teaching the module with my students, participating in research, and delivering professional development to other Texas teachers to expose them to the content found in the module and to encourage them to incorporate it into their teaching. The Climate, Weather and the Biosphere module emphasizes different forms of evidence and requires that learners apply different inquiry-based approaches to build the knowledge they need to develop as climate literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's climate system and climate change. In addition, the project has produced vigorous classroom discussion among my students as well as encouraged me to collaborate with other educators through our delivery of professional development to other teachers. In my poster, I will share my experiences, describe the impact the curriculum has made on my students, and report on challenges and valuable lessons gained by

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

    Science.gov (United States)

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

    2013-01-01

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

  14. 11th National Conference on Science, Policy, and the Environment: Our Changing Oceans

    Energy Technology Data Exchange (ETDEWEB)

    Peter Saundry

    2012-04-17

    On January 19-21, 2011, The National Council for Science and the Environment (NCSE) successfully convened its 11th National Conference on Science, Policy and the Environment: Our Changing Oceans in Washington, DC at the Ronald Reagan Building and International Trade Center. Over 1,247 participants attended the conference, representing federal, state and local governments, university and colleges across the US, civil society organizations, the business community, and international entities. In addition, the conference was webcast to an audience across several states. The conference provided a forum to examine the profound changes our ocean will undergo over the next 25-50 years and share various perspectives on the new research, tools, and policy initiatives to protect and sustain our ocean. Conference highlights and recommendations are available to the public on NCSE's conference website, www.OurChangingOceans.org.

  15. Towards a Philosophically and a Pedagogically Reasonable Nature of Science Curriculum

    Science.gov (United States)

    Yacoubian, Hagop Azad

    This study, primarily theoretical in nature, explores a philosophically and pedagogically reasonable way of addressing nature of science (NOS) in school science. NOS encompasses what science is and how scientific knowledge develops. I critically evaluate consensus frameworks of NOS in school science, which converge contentious philosophical viewpoints into general NOS-related ideas. I argue that they (1) lack clarity in terms of how NOS-related ideas could be applied for various ends, (2) portray a distorted image of the substantive content of NOS and the process of its development, and (3) lack a developmental trajectory for how to address NOS at different grade levels. As a remedy to these problems, I envision a NOS curriculum that (1) explicates and targets both NOS as an educational end and NOS as a means for socioscientific decision making, (2) has critical thinking as its foundational pillar, and (3) provides a developmental pathway for NOS learning using critical thinking as a progression unit. Next, I illustrate a framework for addressing NOS in school science referred to as the critical thinking—nature of science (CT-NOS) framework. This framework brings together the first two of the three elements envisioned in the NOS curriculum. I address the third element by situating the CT-NOS framework in a developmental context, borrowing from the literature on learning progressions in science and using critical thinking as a progression unit. Finally, I present an empirical study of experienced secondary science teachers’ views of a NOS lesson prepared using the CT-NOS framework. The teachers attended a professional development workshop at which the lesson, and the characteristics of the CT-NOS framework, were presented. The analysis of the qualitative data revealed that most teachers found the lesson to be somewhat feasible for a secondary science classroom, useful or somewhat useful to their students, and interesting. The teachers focused on 14 features of

  16. Engaging a middle school teacher and students in formal-informal science education: Contexts of science standards-based curriculum and an urban science center

    Science.gov (United States)

    Grace, Shamarion Gladys

    This is a three-article five chapter doctoral dissertation. The overall purpose of this three-pronged study is to engage a middle school science teacher and students in formal-informal science education within the context of a science standards-based curriculum and Urban Science Center. The goals of the study were: (1) to characterize the conversations of formal and informal science educators as they attempted to implement a standards-based curriculum augmented with science center exhibits; (2) to study the classroom discourse between the teacher and students that foster the development of common knowledge in science and student understanding of the concept of energy before observing science center exhibits on energy; (3) to investigate whether or not a standards-driven, project-based Investigating and Questioning our World through Science and Technology (IQWST) curriculum unit on forms and transformation of energy augmented with science center exhibits had a significant effect on urban African-American seventh grade students' achievement and learning. Overall, the study consisted of a mixed-method approach. Article one consists of a case study featuring semi-structured interviews and field notes. Article two consists of documenting and interpreting teacher-students' classroom discourse. Article three consists of qualitative methods (classroom discussion, focus group interviews, student video creation) and quantitative methods (multiple choice and open-ended questions). Oral discourses in all three studies were audio-recorded and transcribed verbatim. In article one, the community of educators' conversations were critically analyzed to discern the challenges educators encountered when they attempted to connect school curriculum to energy exhibits at the Urban Science Center. The five challenges that characterize the emergence of a third space were as follows: (a) science terminology for lesson focus, (b) "dumb-down" of science exhibits, (c) exploration distracts

  17. A comparative analysis of Science-Technology-Society standards in elementary, middle and high school state science curriculum frameworks

    Science.gov (United States)

    Tobias, Karen Marie

    An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating Science-Technology-Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research shows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: (1) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. (2) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each

  18. Short Stories About The Ocean, an Art Integrated Project Into the Elementary Curriculum, Using Shadow Theatre and Video.

    Science.gov (United States)

    Guieu, M.; Scheurle, C.

    2016-02-01

    The holistic aspect of integrated learning reflects the way our world works: everything is interconnected. Integrated Learning connects students, teachers, academic content and the world. It creates bridges between disciplines, encourages invention, experimentation, and problem solving. In an art integrated lesson or project, the students learn in a creative way, exploring a given subject by working on an art project, individually or collectively, using an array of traditional techniques and technology tools. Short Stories about the Ocean is anchored in the 4th and 5th grade curriculum, the art technique is the shadow theatre. The students videotape the performances for documentation and sharing. After giving the students information about different types of human activities that have an impact on the ocean, and discussing them, the students form groups and choose a specific subject - for example over fishing or pipe spilling. They gather more information and create a story with a beginning, a development and an end. Prior to start the project, the teacher prepares a small shadow theatre made of simple material, with a template I provide. The teacher explains the basics in shadow theatre technique. The students work with paper and skewers to create the elements they need for their story. They find solutions to render proportions, movements, actions and timing. Each group rehearses and then presents to the class a two/three minutes performance. The students who watch give a positive critique. Each group takes the time to make changes if the story, the message or the elements need to be clearer. Each group performs in front of the class again. This collaborative work encourages decision making. The students have to define their idea and concept clearly, with enough details but not too many, so that their message is understood by the viewers. It is a challenge for the students to design the shapes they need for their story with minimal material and they must be

  19. Recommendations on Future Science and Engineering Studies for Ocean Color

    Science.gov (United States)

    Mannino, Antonio

    2015-01-01

    The Ocean Health Index measured Ecological Integrity as the relative condition of assessed species in a given location. This was calculated as the weighted sum of the International Union for Conservation of Natures (IUCN) assessments of species. Weights used were based on the level of extinction risk following Butchart et al.2007: EX (extinct) 0.0, CR (critically endangered) 0.2, EN (endangered) 0.5, VU (vulnerable) 0.7, NT (not threatened) 0.9, and LC (least concern) 0.99. For primarily coastal goals, the spatial average of these per pixel scores was based on a 3nmi buffer; for goals derived from all ocean waters, the spatial average was computed for the entire EEZ.

  20. A web-based resource for the nuclear science/technology high school curriculum - a summary

    International Nuclear Information System (INIS)

    Ripley, C.

    2009-01-01

    On November 15, 2008, the CNA launched a new Nuclear Science Technology High School Curriculum Website. Located at www.cna.ca the site was developed over a decade, first with funding from AECL and finally by the CNA, as a tool to explain concepts and issues related to energy and in particular nuclear energy targeting the public, teachers and students in grades 9-12. It draws upon the expertise of leading nuclear scientists and science educators. Full lesson plans for the teacher, videos for discussion, animations, games, electronic publications, laboratory exercises and quick question and answer sheets will give the student greater knowledge, skills and attitudes necessary to solve problems and to critically examine issues in making decisions. Eight modules focus on key areas: Canada's Nuclear History, Atomic Theory, What is Radiation?, Biological Effects of Radiation, World Energy Sources, Nuclear Technology at Work, Safety (includes Waste Disposal) in the Nuclear Industry and Careers. (author)

  1. Reproductive Science for High School Students: A Shared Curriculum Model to Enhance Student Success.

    Science.gov (United States)

    Castle, Megan; Cleveland, Charlotte; Gordon, Diana; Jones, Lynda; Zelinski, Mary; Winter, Patricia; Chang, Jeffrey; Senegar-Mitchell, Ericka; Coutifaris, Christos; Shuda, Jamie; Mainigi, Monica; Bartolomei, Marisa; Woodruff, Teresa K

    2016-07-01

    The lack of a national reproductive biology curriculum leads to critical knowledge gaps in today's high school students' comprehensive understanding of human biology. The Oncofertility Consortium developed curricula that address the basic and clinical aspects of reproductive biology. Launching this academy and creating easy-to-disseminate learning modules allowed other universities to implement similar programs across the country. The expansion of this informal, extracurricular academy on reproductive health from Northwestern University to the University of California, San Diego, Oregon Health & Science University, and the University of Pennsylvania magnifies the scope of scientific learning to students who might not otherwise be exposed to this important information. To assess the experience gained from this curriculum, we polled alumni from the four centers. Data were collected anonymously from de-identified users who elected to self-report on their experiences in their respective reproductive science academy. The alumni survey asked participants to report on their current academic standing, past experiences in the academy, and future academic and career goals. The results of this national survey suggest the national oncofertility academies had a lasting impact on participants and may have contributed to student persistence in scientific learning. © 2016 by the Society for the Study of Reproduction, Inc.

  2. The Climate Science Special Report: Rising Seas and Changing Oceans

    Science.gov (United States)

    Kopp, R. E.

    2017-12-01

    GMSL has risen by about 16-21 cm since 1900. Ocean heat content has increased at all depths since the 1960s, and global mean sea-surface temperature increased 0.7°C/century between 1900 to 2016. Human activity contributed substantially to generating a rate of GMSL rise since 1900 faster than during any preceding century in at least 2800 years. A new set of six sea-level rise scenarios, spanning a range from 30 cm to 250 cm of 21st century GMSL rise, were developed for the CSSR. The lower scenario is based on linearly extrapolating the past two decades' rate of rise. The upper scenario is informed by literature estimates of maximum physically plausible values, observations indicating the onset of marine ice sheet instability in parts of West Antarctica, and modeling of ice-cliff and ice-shelf instability mechanisms. The new scenarios include localized projections along US coastlines. There is significant variability around the US, with rates of rise likely greater than GMSL rise in the US Northeast and the western Gulf of Mexico. Under scenarios involving extreme Antarctic contributions, regional rise would be greater than GMSL rise along almost all US coastlines. Historical sea-level rise has already driven a 5- to 10-fold increase in minor tidal flooding in several US coastal cities since the 1960s. Under the CSSR's Intermediate sea-level rise scenario (1.0 m of GMSL rise in 2100) , a majority of NOAA tide gauge locations will by 2040 experience the historical 5-year coastal flood about 5 times per year. Ocean changes are not limited to rising sea levels. Ocean pH is decreasing at a rate that may be unparalleled in the last 66 million years. Along coastlines, ocean acidification can be enhanced by changes in the upwelling (particularly along the US Pacific Coast); by episodic, climate change-enhanced increases in freshwater input (particularly along the US Atlantic Coast); and by the enhancement of biological respiration by nutrient runoff. Climate models project

  3. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    Science.gov (United States)

    Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

    2012-06-01

    We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  4. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    Directory of Open Access Journals (Sweden)

    Fred Goldberg1

    2012-05-01

    Full Text Available We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET, for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  5. Exploring the role of curriculum materials to support teachers in science education reform

    Science.gov (United States)

    Schneider, Rebecca M.

    2001-07-01

    For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific

  6. NOAA's Big Data Partnership and Applications to Ocean Sciences

    Science.gov (United States)

    Kearns, E. J.

    2016-02-01

    New opportunities for the distribution of NOAA's oceanographic and other environmental data are being explored through NOAA's Big Data Partnership (BDP) with Amazon Web Services, Google Cloud Platform, IBM, Microsoft Corp. and the Open Cloud Consortium. This partnership was established in April 2015 through Cooperative Research and Development Agreements, and is seeking new, financially self-sustaining collaborations between the Partners and the federal government centered upon NOAA's data and their potential value in the information marketplace. We will discuss emerging opportunities for collaboration among businesses and NOAA, progress in making NOAA's ocean data more widely accessible through the Partnerships, and applications based upon this access to NOAA's data.

  7. Tracing the Policy Mediation Process in the Implementation of a Change in the Life Sciences Curriculum

    Science.gov (United States)

    Singh-Pillay, Asheena; Alant, Busisiwe

    2015-01-01

    This paper accounts for the enacted realities of curriculum reform in South Africa, in particular the mediation of curriculum change. Curriculum implementation is viewed as a complex networked process of transforming or mediating policy into classroom practice. The fact that curriculum implementation is seen as problematic requires attention for…

  8. From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science

    Science.gov (United States)

    Kaya, Ebru; Erduran, Sibel

    2016-12-01

    The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein's idea to problems of their own disciplines. For example, Irzik and Nola adapted Wittgenstein's generic definition of the family resemblance idea to NOS, while Erduran and Dagher reconceptualized Irzik and Nola's FRA-to-NOS by synthesizing educational applications by drawing on perspectives from science education research. In this article, we use the terminology of "Reconceptualized FRA-to-NOS (RFN)" to refer to Erduran and Dagher's FRA version which offers an educational account inclusive of knowledge about pedagogical, instructional, curricular and assessment issues in science education. Our motivation for making this distinction is rooted in the need to clarify the various accounts of the family resemblance idea.The key components of the RFN include the aims and values of science, methods and methodological rules, scientific practices, scientific knowledge as well as the social-institutional dimensions of science including the social ethos, certification, and power relations. We investigate the potential of RFN in facilitating curriculum analysis and in determining the gaps related to NOS in the curriculum. We analyze two Turkish science curricula published 7 years apart and illustrate how RFN can contribute not only to the analysis of science curriculum itself but also to trends in science curriculum development. Furthermore, we present an analysis of documents from USA and Ireland and contrast them to the Turkish curricula thereby illustrating some trends in the coverage of RFN categories. The results indicate that while both Turkish curricula contain statements that identify science as a cognitive-epistemic system, they

  9. Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

    Science.gov (United States)

    Akura, Okong'o. Gabriel

    This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

  10. GIA Model Statistics for GRACE Hydrology, Cryosphere, and Ocean Science

    Science.gov (United States)

    Caron, L.; Ivins, E. R.; Larour, E.; Adhikari, S.; Nilsson, J.; Blewitt, G.

    2018-03-01

    We provide a new analysis of glacial isostatic adjustment (GIA) with the goal of assembling the model uncertainty statistics required for rigorously extracting trends in surface mass from the Gravity Recovery and Climate Experiment (GRACE) mission. Such statistics are essential for deciphering sea level, ocean mass, and hydrological changes because the latter signals can be relatively small (≤2 mm/yr water height equivalent) over very large regions, such as major ocean basins and watersheds. With abundant new >7 year continuous measurements of vertical land motion (VLM) reported by Global Positioning System stations on bedrock and new relative sea level records, our new statistical evaluation of GIA uncertainties incorporates Bayesian methodologies. A unique aspect of the method is that both the ice history and 1-D Earth structure vary through a total of 128,000 forward models. We find that best fit models poorly capture the statistical inferences needed to correctly invert for lower mantle viscosity and that GIA uncertainty exceeds the uncertainty ascribed to trends from 14 years of GRACE data in polar regions.

  11. An evaluative study of the impact of the "Curriculum Alignment Toolbox" on middle school science achievement

    Science.gov (United States)

    Jones, Carol L.

    The number of computer-assisted education programs on the market is overwhelming science teachers all over the Michigan. Though the need is great, many teachers are reluctant to procure computer-assisted science education programs because they are unsure of the effectiveness of such programs. The Curriculum Alignment Toolbox (CAT) is a computer-based program, aligned to the Michigan Curriculum Framework's Benchmarks for Science Education and designed to supplement science instruction in Michigan middle schools. The purpose of this study was to evaluate the effectiveness of CAT in raising the standardized test scores of Michigan students. This study involved 419 students from one urban, one suburban and one rural middle school. Data on these students was collected from 4 sources: (1) the 8th grade Michigan Education Assessment Program (MEAP) test, (2) a 9 question, 5-point Likert-type scale student survey, (3) 4 open-response student survey questions and (4) classroom observations. Results of this study showed that the experimental group of 226 students who utilized the CAT program in addition to traditional instruction did significantly better on the Science MEAP test than the control group of 193 students who received only traditional instruction. The study also showed that the urban students from a "high needs" school seemed to benefit most from the program. Additionally, though both genders and all identified ethnic groups benefited from the program, males benefited more than females and whites, blacks and Asian/Pacific Islander students benefited more than Hispanic and multi-racial students. The CAT program's success helping raise the middle school MEAP scores may well be due to some of its components. CAT provided students with game-like experiences all based on the benchmarks required for science education and upon which the MEAP test is based. The program also provided visual and auditory stimulation as well as numerous references which students indicated

  12. The Curriculum Customization Service: A Tool for Customizing Earth Science Instruction and Supporting Communities of Practice

    Science.gov (United States)

    Melhado, L. C.; Devaul, H.; Sumner, T.

    2010-12-01

    Accelerating demographic trends in the United States attest to the critical need to broaden access to customized learning: reports refer to the next decade as the era of “extreme diversity” in K-12 classrooms, particularly in large urban school districts. This diverse student body possesses a wide range of knowledge, skills, and abilities in addition to cultural differences. A single classroom may contain students with different levels of quantitative skills, different levels of English language proficiency, and advanced students preparing for college-level science. A uniform curriculum, no matter how well designed and implemented, cannot possibly serve the needs of such diverse learners equally well. Research has shown positive learning outcomes when pedagogical strategies that customize instruction to address specific learner needs are implemented, with under-achieving students often benefiting most. Supporting teachers in the effective adoption and use of technology to meet these instructional challenges is the underlying goal of the work to be presented here. The Curriculum Customization Service (CCS) is an integrated web-based platform for middle and high school Earth science teachers designed to facilitate teachers’ instructional planning and delivery; enhancing existing curricula with digital library resources and shared teacher-contributed materials in the context of articulated learning goals. The CCS integrates interactive resources from the Digital Library for Earth System Education (DLESE) with an inquiry-based curriculum component developed by the American Geological Institute (EarthComm and Investigating Earth Systems). The digital library resources emphasize visualizations and animations of Earth processes that often challenge students’ understanding, offering multiple representations of phenomena to address different learning styles, reading abilities, and preconceived ideas. Teachers can access these materials, as well as those created or

  13. 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

  14. A roadmap for Antarctic and Southern Ocean science for the next two decades and beyond

    OpenAIRE

    Kennicutt, M.C.; Chown, S.L.; Cassano, J.J.; Liggett, D.; Peck, L.S.; Massom, R.; Rintoul, S.R.; Storey, J.; Vaughan, D.G.; Wilson, T.J.; Allison, I.; Ayton, J.; Badhe, R.; Baeseman, J.; Barrett, P.J.

    2015-01-01

    Antarctic and Southern Ocean science is vital to understanding natural variability, the processes that govern global change and the role of humans in the Earth and climate system. The potential for new knowledge to be gained from future Antarctic science is substantial. Therefore, the international Antarctic community came together to ‘scan the horizon’ to identify the highest priority scientific questions that researchers should aspire to answer in the next two decades and beyond. Wide consu...

  15. Bringing cutting-edge Earth and ocean sciences to under-served and rural audiences through informal science education

    Science.gov (United States)

    Cooper, S. K.; Petronotis, K. E.; Ferraro, C.; Johnson, K. T. M.; Yarincik, K.

    2017-12-01

    The International Ocean Discovery Program (IODP) is an international marine research collaboration that explores Earth's history and dynamics using ocean-going research platforms to recover data recorded in seafloor sediments and rocks and to monitor subseafloor environments. The JOIDES Resolution is the flagship vessel of IODP and is operated by the National Science Foundation. It is an inspirational hook for STEM Earth and ocean topics for children and the general public of all ages, but is not easily accessible due to its international travels and infrequent U.S. port calls. In response, a consortium of partners has created the Pop-Up/Drill Down Science project. The multi-year project, funded by NSF's Advancing Informal Science Learning program, aims to bring the JR and its science to under-served and rural populations throughout the country. Consisting of an inflatable walk-through ship, a multi-media experience, a giant interactive seafloor map and a series of interactive exhibit kiosks, the exhibit, entitled, In Search of Earth's Secrets: A Pop-Up Science Encounter, will travel to 12 communities throughout the next four years. In each community, the project will partner with local institutions like public libraries and small museums as hosts and to train local Girl Scouts to serve as exhibit facilitators. By working with local communities to select events and venues for pop-up events, the project hopes to bring cutting edge Earth and ocean science in creative new ways to underserved populations and inspire diverse audiences to explore further. This presentation will provide details of the project's goals, objectives and development and provide avenues to become involved.

  16. The Proof of the Pudding?: A Case Study of an "At-Risk" Design-Based Inquiry Science Curriculum

    Science.gov (United States)

    Chue, Shien; Lee, Yew-Jin

    2013-12-01

    When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be implemented with satisfactory fidelity, we investigate the many hidden challenges when using DBI with Grade 8 students from one school in Singapore. A case study method was used to analyze video recordings of DBI lessons conducted over 10 weeks, project presentations, and interviews to ascertain the opportunities for developing scientific literacy among participants. One critical factor that hindered learning was task selection by teachers, which emphasized generic scientific process skills over more important cognitive and epistemic learning goals. Teachers and students were also jointly engaged in forms of inquiry that underscored artifact completion over deeper conceptual and epistemic understanding of science. Our research surfaced two other confounding factors that undermined the curriculum; unanticipated teacher effects and the underestimation of the complexity of DBI and of inquiry science in general. Thus, even though motivated or experienced teachers can implement an inquiry science curriculum with good fidelity and enjoy school-wide support, these by themselves will not guarantee deep learning of scientific literacy in DBI. Recommendations are made for navigating the hands- and minds-on aspects of learning science that is an asset as well as inherent danger during DBI teaching.

  17. Open science resources for the discovery and analysis of Tara Oceans data.

    Science.gov (United States)

    Pesant, Stéphane; Not, Fabrice; Picheral, Marc; Kandels-Lewis, Stefanie; Le Bescot, Noan; Gorsky, Gabriel; Iudicone, Daniele; Karsenti, Eric; Speich, Sabrina; Troublé, Romain; Dimier, Céline; Searson, Sarah

    2015-01-01

    The Tara Oceans expedition (2009-2013) sampled contrasting ecosystems of the world oceans, collecting environmental data and plankton, from viruses to metazoans, for later analysis using modern sequencing and state-of-the-art imaging technologies. It surveyed 210 ecosystems in 20 biogeographic provinces, collecting over 35,000 samples of seawater and plankton. The interpretation of such an extensive collection of samples in their ecological context requires means to explore, assess and access raw and validated data sets. To address this challenge, the Tara Oceans Consortium offers open science resources, including the use of open access archives for nucleotides (ENA) and for environmental, biogeochemical, taxonomic and morphological data (PANGAEA), and the development of on line discovery tools and collaborative annotation tools for sequences and images. Here, we present an overview of Tara Oceans Data, and we provide detailed registries (data sets) of all campaigns (from port-to-port), stations and sampling events.

  18. Trends and frontiers for the science and management of the oceans.

    Science.gov (United States)

    Mumby, Peter J

    2017-06-05

    People have an enduring fascination with the biology of the oceans. When the BBC's 'Blue Planet' series first aired on British television almost a quarter of the nation tuned in. As the diversity of science in this special issue of Current Biology attests, the ocean presents a challenging environment for study while also exhibiting some of the most profound and disruptive symptoms of global change. Marine science has made major advances in the past few decades, which were primarily made possible through important technological innovations. This progress notwithstanding, there are persistent challenges in achieving an understanding of marine processes at appropriate scales and delivering meaningful insights to guide ocean policy and management. Naturally, the examples chosen below betray my ecological leanings, but I hope that many of the issues raised resonate with readers in many different disciplines. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Western Indian Ocean Journal of Marine Science - Vol 6, No 2 (2008)

    African Journals Online (AJOL)

    Western Indian Ocean Journal of Marine Science. ... Assessment of Heavy Metal Pollution in Sediment and Polychaete Worms from the Mzinga Creek and Ras Dege Mangrove Ecosystems, Dar es Salaam, Tanzania · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT.

  20. An Inquiry-Based Science Activity Centred on the Effects of Climate Change on Ocean Ecosystems

    Science.gov (United States)

    Boaventura, Diana; Guilherme, Elsa; Faria, Cláudia

    2016-01-01

    We propose an inquiry-based science activity centred on the effects of climate change on ocean ecosystems. This activity can be used to improve acquisition of knowledge on the effects of climate change and to promote inquiry skills, such as researching, reading and selecting relevant information, identifying a problem, focusing on a research…

  1. Ocean to Outback: Leonie Rennie's Contribution to Science Education in Australia

    Science.gov (United States)

    Venville, Grady

    2009-01-01

    In this article I initially borrow a metaphor from an art exhibition, "Ocean to Outback," as a way to express my perspective on the contribution that Leonie Rennie has made to science education in Australia. I then consider Leonie's contributions as overlapping themes. In particular, Leonie's well-known research on gender and issues of…

  2. Political Science and the Good Citizen: The Genealogy of Traditionalist Paradigm of Citizenship Education in the American School Curriculum

    Science.gov (United States)

    Ahmad, Iftikhar

    2017-01-01

    Purpose: The purpose of this article is to chronicle paradigm shifts in American political science during the twentieth century and their influence on political scientists' perspectives on pre-collegiate citizenship education curriculum. Methodology: The research questions explored in this article are concerned with the history of political…

  3. Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences

    NARCIS (Netherlands)

    Pareja Roblin, Natalie; Schunn, Christian; Bernstein, Debra; McKenney, Susan

    2018-01-01

    Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current

  4. Investigation of Environmental Topics in the Science and Technology Curriculum and Textbooks in Terms of Environmental Ethics and Aesthetics

    Science.gov (United States)

    Lacin Simsek, Canan

    2011-01-01

    In order to solve environmental problems, it is thought that education should be connected with values. For this reason, it is emphasized that environmental issues should be integrated with ethical and aesthetic values. In this study, 6th, 7th and 8th grade science and technology curriculum and textbooks were investigated to find out how much…

  5. Development of a Systems Science Curriculum to Engage Rural African American Teens in Understanding and Addressing Childhood Obesity Prevention

    Science.gov (United States)

    Frerichs, Leah; Lich, Kristen Hassmiller; Young, Tiffany L.; Dave, Gaurav; Stith, Doris; Corbie-Smith, Giselle

    2018-01-01

    Engaging youth from racial and ethnic minority communities as leaders for change is a potential strategy to mobilize support for addressing childhood obesity, but there are limited curricula designed to help youth understand the complex influences on obesity. Our aim was to develop and pilot test a systems science curriculum to elicit rural…

  6. Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum

    Science.gov (United States)

    FitzPatrick, Kathleen A.; Finn, Kevin E.; Campisi, Jay

    2011-01-01

    To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human…

  7. Promoting Lifelong Ocean Education: Shaping Tomorrow's Earth Stewards and the Science and Technology Workforce

    Science.gov (United States)

    Meeson, Blanche

    2006-01-01

    The coming ocean observing systems provide an unprecedented opportunity to change both the public perception of our oceans, and to inspire, captivate and motivate our children, our young adults and even our fellow adults to pursue careers allied with the oceans and to become stewards of our Planet's last unexplored environment. Education plans for the operational component, the Integrated Ocean Observing System (IOOS), and for the research component, Ocean Research Interactive Observatory Networks (ORION), are designed to take advantage of this opportunity. In both cases, community recommendations were developed within the context of the following assumptions: 1. Utilize research on how people learn, especially the four-pronged model of simultaneous learner-centered, knowledge-center, assessment-centered and community-centered learning 2. Strive for maximum impact on national needs in science and technology learning 3. Build on the best of what is already in place 4. Pay special attention to quality, sustainability, and scalability of efforts 5. Use partnerships across federal, state and local government, academia, and industry. Community recommendations for 100s and ORION education have much in common and offer the opportunity to create a coherent education effort allied with ocean observing systems. Both efforts focus on developing the science and technology workforce of the future, and the science and technology literacy of the public within the context of the Earth system and the role of the oceans and Great Lakes in that system. Both also recognize that an organized education infrastructure that supports sustainability and scalability of education efforts is required if ocean observing education efforts are to achieve a small but measurable improvement in either of these areas. Efforts have begun to develop the education infrastructure by beginning to form a community of educators from existing ocean and aquatic education networks and by exploring needs and

  8. Narrative Inquiry for Science Education: Teachers' repertoire-making in the case of environmental curriculum

    Science.gov (United States)

    Hwang, Seyoung

    2011-04-01

    This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability-related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and various situations in the sense-making of science-related issues, and subsequent pedagogic issues. Based on an empirical examination of Korean teachers' sense-making of their curricular practice, the paper develops a narrative approach to teachers' perspectives and knowledge by considering the value of stories as sense-making tools for reflective questioning of what is worth teaching, how and why. By employing the idea of 'repertoire', the study regards teachers' stories about their environment-related personal and teaching experiences as offering angles with which to understand teachers' motivation and reflection in curricular development and implementation. Furthermore, three empirical cases present ways in which the nature of knowledge and understanding is recognised and potentially integrated into pedagogies through teachers' narratives. Finally, the paper argues for the need to reconsider the role of the science teacher in addressing environmental and sustainability-related issues, in ways that facilitate teachers' reflexive interpretation of meanings in cultural texts and the construction of pedagogic text.

  9. Specifying a Curriculum for Biopolitical Critical Literacy in Science Teacher Education: Exploring Roles for Science Fiction

    Science.gov (United States)

    Gough, Noel

    2017-01-01

    In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of "biopolitics." I consider how such a biopolitically inflected critical literacy might find expression in…

  10. Special series on "The meaning of behavioral medicine in the psychosomatic field" establishment of a core curriculum for behavioral science in Japan: The importance of such a curriculum from the perspective of psychology.

    Science.gov (United States)

    Shimazu, Akihito; Nakao, Mutsuhiro

    2016-01-01

    This article discusses the core curriculum for behavioral science, from the perspective of psychology, recommended by the Japanese Society of Behavioral Medicine and seeks to explain how the curriculum can be effectively implemented in medical and health-related departments. First, the content of the core curriculum is reviewed from the perspective of psychology. We show that the curriculum features both basic and applied components and that the basic components are closely related to various aspects of psychology. Next, we emphasize two points to aid the effective delivery of the curriculum: 1) It is necessary to explain the purpose and significance of basic components of behavioral science to improve student motivation; and 2) it is important to encourage student self-efficacy to facilitate application of the acquired knowledge and skills in clinical practice.

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

    Science.gov (United States)

    Collins, Kellian L.

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

  12. Chasing Science at Sea: Racing Hurricanes, Stalking Sharks, and Living Undersea With Ocean Experts

    Science.gov (United States)

    Lee, Cindy

    2008-12-01

    Ellen Prager's new book, Chasing Science at Sea, is a personal account of why fieldwork is so important in many areas of ocean science, and how exciting that fieldwork can be. Prager has interwoven her own story of studying carbonates at the interface between biology and geology with stories from friends and colleagues. Storm stories and up-close-and-personal encounters with ocean creatures such as reef squid, marine iguanas, and whales abound. Throughout the book, she emphasizes the idea that the combination of observations and serendipity plays a critical role in science, and she gives examples of where this combination has led to especially important discoveries (e.g., that of hydrothermal vent organisms).

  13. Emerging identities: A proposed model for an interactive science curriculum for First Nations students

    Science.gov (United States)

    Sable, Trudy

    Mi'kmaw students face a complexity of personal, cultural, and social conditions within contemporary educational systems that affect their continued participation in the educational process offered within Atlantic Canada. Despite a variety of approaches developed by educators to address the high drop out rate and lack of interest in science, the statistics remain largely unchanged. Aboriginal educators are calling for a "new story" in education that better meets the needs of Aboriginal students. This study attempts to identify the conditions and contexts necessary to bridge the gap that currently exists for Aboriginal students in science studies. The research investigates the basic relationship between learning in general and the meaning-making processes engaged in by students of a Grade 7/8 class within a Mi'kmaw reserve school. It leads to a proposal for an alternative pedagogy, or a new narrative, for teaching science to Aboriginal students and the foundations for a culturally interactive science curriculum. For educators to understand the complexity of issues affecting Mi'kmaw student achievement in science requires a theoretical framework that allows the students' lived experience to emerge. Toward this end, the research includes both phenomenological and ethnographic approaches to understanding the lived experiences and cultural narratives based on interviews with the students, a field trip within the community, and a trial chemistry lesson. I examined how these students perceive themselves in different contexts and how their sense of identity establishes the meaningfulness of particular educational content. I also assessed how person, community/cultural and social contexts affect the students' learning. Part of creating this new narrative requires recognizing knowledge, including science, as a cultural product Taking this cultural view of scientific knowledge allows us to view learning as a process of identity formation and culture as a system of symbols

  14. History and Nature of Science enriched Problem-Based Learning on the origins of biodiversity and of continents and oceans

    Directory of Open Access Journals (Sweden)

    Cristina Sousa

    2014-09-01

    Full Text Available The episode of the History of Science (HOS on the theory of continental drift proposed by Alfred Wegener has been considered an excellent example for teaching students aspects of Nature of Science (NOS and the relation of Science with social and tecnological contexts. We implemented a NOS and HOS-enriched Problem-Based Learning environment at the middle (year 7 of the Portuguese National Curriculum and secondary level (year 10 for teaching the origins of biodiversity and of continents and oceans (mobilism.  The goal of providing detailed implementation practices is to adress the lack of how to in Problem-based learning (PBL implementation in classrooms for 12 to 16 year old students and is the first practical example of implementation using this episode of HOS for teaching geological mobilism integrated with evolution. Therefore, in this study, we provide specific suggestions for supporting teachers’ classroom efforts in implementing PBL, such as scaffolding. The ill-problem presented to students, without a single correct answer, was based on the phylogeny of extant and extinct ratite birds, described by Charles Darwin and the present geographical distribution. The evaluation of the students was focused on the chain of reasoning employed, and we performed a comparisation analysis of the problem’s solution presented by the students of both classes regarding the explanation of the phylogeny of ratites based on geological mobilism. We observed an overall improvement (25-77% of the percentages of students pre- and post-instruction adequate answers; therefore our PBL strategy was efficient.

  15. KUSPACE: Embedding Science Technology and Mathematics Ambassador Activities in the Undergradiuate Engineering Curriculum

    Science.gov (United States)

    Welch, C.; Osborne, B.

    The UK national STEM Ambassadors programme provides inspiring role models for school students in science, technology, engineering, mathematics (STEM) subjects. STEMNET, the national body responsible for STEM Ambassa- dors aims to provide more than 27,000 STEM Ambassadors nationwide by the end of 2011. This paper reports on a project at Kingston University to embed STEM Ambassador training and activity in Year 2 of the undergraduate Aerospace Engineering, Astronautics and Space Technology degree. The project, known as KUSPACE (Kingston University Students Providing Amazing Classroom Experiences), was conceived to develop students' communication, planning and presentation skills and build links between different cohort years, while providing a valuable contribution to local primary schools' STEM programmes and simultaneously raising the public engagement profile of the university. This paper describes the pedagogical conception of the KUSPACE, its implementation in the curriculum, the delivery of it in the university and schools and its effect on the undergraduate students, as well as identifying good practice and drawing attention to lessons learned.STEMNET (www.stemnet.org) is the UK's Science, Technol- ogy, Engineering and Mathematics Network. Working with a broad range of UK partners and funded by the UK govern- ment's Department for Business Innovation and Skills, STEMNET plays a significant role in ensuring that five to nineteen year olds and their teachers can experience a wide range of activities and schemes which enhance and enrich the school curriculum [1]. Covering all aspects of Science, Tech- nology, Engineering and Maths (STEM), these activities and schemes are designed both to increase STEM awareness and literacy in the young people and also to encourage more of them to undertake post-16 STEM qualifications and associated careers [2]. STEMNET operates through forty-five local con- tract holders around the UK which help the network deliver its

  16. Maximising Students' Progress and Engagement in Science through the Use of the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model

    Science.gov (United States)

    Hoskins, Peter

    2013-01-01

    The Biological Sciences Curriculum Studies (BSCS) 5E Instructional Model (often referred to as the 5Es) consists of five phases. Each phase has a specific function and contributes both to teachers' coherent instruction and to students' formulation of a better understanding of scientific knowledge, attitudes and skills. Evidence indicates that the…

  17. Experience in the United States with a secondary resource curriculum on ''Science, society and America's nuclear waste''

    International Nuclear Information System (INIS)

    King, G.P.

    1994-01-01

    The nuclear power and nuclear waste situation in the Usa, is first reviewed. In order to enhance information concerning these topics among pupils and teachers, a resource curriculum, 'Science, society, and America's Nuclear Waste', was developed by teachers for teachers; it consists of four units: nuclear waste, ionizing radiation, the nuclear waste policy act, and the waste management system. It has been well received by teachers. Within nine months after its national introduction, 350000 teacher and student curriculum documents were requested by teachers from all 50 states. Requests have been also received from 250 foreign colleges and universities

  18. Designing a primary science curriculum in a globalizing world: How do social constructivism and Vietnamese culture meet?

    Science.gov (United States)

    Hằng, Ngô Vũ Thu; Meijer, Marijn Roland; Bulte, Astrid M. W.; Pilot, Albert

    2017-09-01

    The implementation of social constructivist approaches to learning science in primary education in Vietnamese culture as an example of Confucian heritage culture remains challenging and problematic. This theoretical paper focuses on the initial phase of a design-based research approach; that is, the description of the design of a formal, written curriculum for primary science education in which features of social constructivist approaches to learning are synthesized with essential aspects of Vietnamese culture. The written design comprises learning aims, a framework that is the synthesis of learning functions, learning settings and educational expectations for learning phases, and exemplary curriculum units. Learning aims are formulated to comprehensively develop scientific knowledge, skills, and attitudes toward science for primary students. Derived from these learning aims, the designed framework consists of four learning phases respectively labeled as Engagement, Experience, Exchange, and Follow-up. The designed framework refers to knowledge of the "nature of science" education and characteristics of Vietnamese culture as an example of Confucian heritage culture. The curriculum design aims to serve as an educational product that addresses previously analyzed problems of primary science education in the Vietnamese culture in a globalizing world.

  19. Clinical medical sciences for undergraduate dental students in the United Kingdom and Ireland - a curriculum.

    LENUS (Irish Health Repository)

    Mighell, A J

    2011-08-01

    The technical aspects of dentistry need to be practised with insight into the spectrum of human diseases and illnesses and how these impact upon individuals and society. Application of this insight is critical to decision-making related to the planning and delivery of safe and appropriate patient-centred healthcare tailored to the needs of the individual. Provision for the necessary training is included in undergraduate programmes, but in the United Kingdom and Ireland there is considerable variation between centres without common outcomes. In 2009 representatives from 17 undergraduate dental schools in the United Kingdom and Ireland agreed to move towards a common, shared approach to meet their own immediate needs and that might also be of value to others in keeping with the Bologna Process. To provide a clear identity the term \\'Clinical Medical Sciences in Dentistry\\' was agreed in preference to other names such as \\'Human Disease\\' or \\'Medicine and Surgery\\'. The group was challenged to define consensus outcomes. Contemporary dental education documents informed, but did not drive the process. The consensus curriculum for undergraduate Clinical Medical Sciences in Dentistry teaching agreed by the participating centres is reported. Many of the issues are generic and it includes elements that are likely to be applicable to others. This document will act as a focus for a more unified approach to the outcomes required by graduates of the participating centres and act as a catalyst for future developments that ultimately aim to enhance the quality of patient care.

  20. Emergence of a global science-business initiative for ocean stewardship.

    Science.gov (United States)

    Österblom, Henrik; Jouffray, Jean-Baptiste; Folke, Carl; Rockström, Johan

    2017-08-22

    The ocean represents a fundamental source of micronutrients and protein for a growing world population. Seafood is a highly traded and sought after commodity on international markets, and is critically dependent on healthy marine ecosystems. A global trend of wild stocks being overfished and in decline, as well as multiple sustainability challenges associated with a rapid growth of aquaculture, represent key concerns in relation to the United Nations Sustainable Development Goals. Existing efforts aimed to improve the sustainability of seafood production have generated important progress, primarily at the local and national levels, but have yet to effectively address the global challenges associated with the ocean. This study highlights the importance of transnational corporations in enabling transformative change, and thereby contributes to advancing the limited understanding of large-scale private actors within the sustainability science literature. We describe how we engaged with large seafood producers to coproduce a global science-business initiative for ocean stewardship. We suggest that this initiative is improving the prospects for transformative change by providing novel links between science and business, between wild-capture fisheries and aquaculture, and across geographical space. We argue that scientists can play an important role in facilitating change by connecting knowledge to action among global actors, while recognizing risks associated with such engagement. The methods developed through this case study contribute to identifying key competences in sustainability science and hold promises for other sectors as well.

  1. Teachers' Sensemaking about Implementation of an Innovative Science Curriculum Across the Settings of Professional Development and Classroom Enactment

    Science.gov (United States)

    de los Santos, Xeng

    Designing professional development that effectively supports teachers in learning new and often challenging practices remains a dilemma for teacher educators. Within the context of current reform efforts in science education, such as the Next Generation Science Standards, teacher educators are faced with managing the dilemma of how to support a large number of teachers in learning new practices while also considering factors such as time, cost, and effectiveness. Implementation of educative, reform-aligned curricula is one way to reach many teachers at once. However, one question is whether large-scale curriculum implementation can effectively support teachers in learning and sustaining new teaching practices. To address this dilemma, this study used a comparative, multiple case study design to investigate how secondary science teachers engaged in sensemaking about implementation of an innovative science curriculum across the settings of professional development and classroom enactment. In using the concept of sensemaking from organizational theory, I focused specifically on how teachers' roles in social organizations influenced their decisions to implement the curriculum in particular ways, with differing outcomes for their own learning and students' engagement in three-dimensional learning. My research questions explored: (1) patterns in teachers' occasions of sensemaking, including critical noticing of interactions among themselves, the curriculum, and their students; (2) how teachers' social commitments to different communities influenced their sensemaking; and, (3) how sustained sensemaking over time could facilitate teacher learning of rigorous and responsive science teaching practices. In privileging teachers' experiences in the classroom using the curriculum with their students, I used data generated primarily from teacher interviews with their case study coaches about implementation over the course of one school year. Secondary sources of data included

  2. Using Deep-Sea Scientific Drilling to Enhance Ocean Science Literacy

    Science.gov (United States)

    Passow, Michael; Cooper, Sharon; Kurtz, Nicole; Burgio, Marion; Cicconi, Alessia

    2017-04-01

    Beginning with confirmation of sea floor spreading in Leg 3 of the Deep Sea Drilling Project in 1968, scientific ocean drilling has provided much of the evidence supporting modern understanding of the Earth System, global climate changes, and many other important concepts. But for more than three decades, results of discoveries were published primarily in scientific journals and cruise volumes. On occasion, science journalists would write articles for the general public, but organized educational outreach efforts were rare. Starting about a decade ago, educators were included in the scientific party aboard the JOIDES Resolution. These "teachers-at-sea" developed formats to translate the technical and scientific activities into language understandable to students, teachers, and the public. Several "Schools of Rock" have enabled groups of teachers and informal science educators to experience what happens aboard the JOIDES Resolution. Over the past few years, educational outreach efforts based on scientific drilling expanded to create a large body of resources that promote Ocean Science Literacy. Partnerships between scientists and educators have produced a searchable database of inquiry-centered classroom and informal science activities. These are available for free through the JOIDES Resolution website, joidesresolution.org. Activities are aligned with the Ocean Literacy Principles (http://oceanliteracy.wp2.coexploration.org/) and Science Education Standards. In addition to a suite of lessons based on the science behind scientific drilling, participants have developed a range of educational resources that include graphic novels ("Tales of the Resolution" (http://joidesresolution.org/node/263) ; children's books ("Uncovering Earth's Secrets" and "Where the Wild Microbes Grow" http://joidesresolution.org/node/2998); posters, videos, and other materials. Cooper and Kurtz are currently overseeing improvements and revisions to the JR education website pages. The

  3. Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students

    Science.gov (United States)

    Riedell, Kate Elizabeth

    The Individuals with Disabilities Education Act (IDEA, 2004) cemented the fact that students with disabilities must be placed in the least restrictive environment and be given the necessary supports to help them succeed (Lawrence-Brown, 2004). This provides significant challenges for general education teachers, especially in an era of standards based reform with the adoption of the Common Core State Standards (CCSSI, 2014) by most states, along with the Next Generation Science Standards (NGSS, 2013). While a variety of methods, strategies, and techniques are available to teachers, there is a dearth of literature that clearly investigates how teachers take into account the ability and motivation of students with special needs when planning and implementing curriculum, instruction, and assessment. Thus, this study sought to investigate this facet through the lens of differentiation, personalization, individualization and universal design for learning (UDL) (CAST, 2015), all of which are designed to meet the needs of diverse learners, including students with special needs. An embedded single-case study design (Yin, 2011) was used in this study with the case being differentiated and/or personalized curriculum, instruction and/or assessment, along with UDL for students with special needs, with each embedded unit of analysis being one eighth grade general education science teacher. Analyzing each sub-unit or case, along with a cross-case analysis, three eighth grade general education science teachers were observed over the course of two 10-day units of study in the fall and spring, as they collected artifacts and completed annotations within their electronic portfolios (ePortfolios). All three eighth grade general education science teachers collected ePortfolios as part of their participation in a larger study within California, "Measuring Next Generation Science Instruction Using Tablet-Based Teacher Portfolios," funded by the National Science Foundation. Each teacher

  4. The Impact of High School Science Teachers' Beliefs, Curricular Enactments and Experience on Student Learning during an Inquiry-Based Urban Ecology Curriculum

    Science.gov (United States)

    McNeill, Katherine L.; Pimentel, Diane Silva; Strauss, Eric G.

    2013-01-01

    Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers' use of a year-long high school urban ecology curriculum and how teachers' self-efficacy, instructional practices,…

  5. Strategies for reducing ocean plastic debris should be diverse and guided by science

    Science.gov (United States)

    Rochman, Chelsea M.

    2016-04-01

    Studies suggest that trillions of microplastic particles are floating on the surface of the global oceans and that the total amount of plastic waste entering the ocean will increase by an order of magnitude by 2025. As such, this ever-increasing problem demands immediate mitigation and reduction. Diverse solutions have been proposed, ranging from source reduction to ocean-based cleanup. These solutions are most effective when guided by scientific evidence. A study published in Environmental Research Letters (Sherman and van Sebille 2016 Environ. Res. Lett. 11 014006) took a closer look at the potential effectiveness of ocean-based cleanup. They conclude that it will be most cost-effective and ecologically beneficial if clean-up efforts focus on the flux of microplastics from the coasts rather than in the center of the oceans where plastic accumulates in so called ‘garbage patches’. If followed, this example may become one of a series of examples where science has informed a solution to the complex problem of plastic pollution.

  6. History and Nature of Science enriched Problem-Based Learning on the origins of biodiversity and of continents and oceans

    OpenAIRE

    Sousa, Cristina

    2014-01-01

    [EN] The episode of the History of Science (HOS) on the theory of continental drift proposed by Alfred Wegener has been considered an excellent example for teaching students aspects of Nature of Science (NOS) and the relation of Science with social and tecnological contexts. We implemented a NOS and HOS-enriched Problem-Based Learning environment at the middle (year 7 of the Portuguese National Curriculum) and secondary level (year 10) for teaching the origins of biodiversity and of continent...

  7. A Roadmap for Antarctic and Southern Ocean Science for the Next Two Decades and Beyond

    Science.gov (United States)

    Kennicutt, M. C., II

    2015-12-01

    Abstract: Antarctic and Southern Ocean science is vital to understanding natural variability, the processes that govern global change and the role of humans in the Earth and climate system. The potential for new knowledge to be gained from future Antarctic science is substantial. Therefore, the international Antarctic community came together to 'scan the horizon' to identify the highest priority scientific questions that researchers should aspire to answer in the next two decades and beyond. Wide consultation was a fundamental principle for the development of a collective, international view of the most important future directions in Antarctic science. From the many possibilities, the horizon scan identified 80 key scientific questions through structured debate, discussion, revision and voting. Questions were clustered into seven topics: i) Antarctic atmosphere and global connections, ii) Southern Ocean and sea ice in a warming world, iii) ice sheet and sea level, iv) the dynamic Earth, v) life on the precipice, vi) near-Earth space and beyond, and vii) human presence in Antarctica. Answering the questions identified by the horizon scan will require innovative experimental designs, novel applications of technology, invention of next-generation field and laboratory approaches, and expanded observing systems and networks. Unbiased, non-contaminating procedures will be required to retrieve the requisite air, biota, sediment, rock, ice and water samples. Sustained year-round access to Antarctica and the Southern Ocean will be essential to increase winter-time measurements. Improved models are needed that represent Antarctica and the Southern Ocean in the Earth System, and provide predictions at spatial and temporal resolutions useful for decision making. A co-ordinated portfolio of cross-disciplinary science, based on new models of international collaboration, will be essential as no scientist, programme or nation can realize these aspirations alone.

  8. @OceanSeaIceNPI: Positive Practice of Science Outreach via Social Media

    Science.gov (United States)

    Meyer, A.; Pavlov, A.; Rösel, A.; Granskog, M. A.; Gerland, S.; Hudson, S. R.; King, J.; Itkin, P.; Negrel, J.; Cohen, L.; Dodd, P. A.; de Steur, L.

    2016-12-01

    As researchers, we are keen to share our passion for science with the general public. We are encouraged to do so by colleagues, journalists, policy-makers and funding agencies. How can we best achieve this in a small research group without having specific resources and skills such as funding, dedicated staff, and training? How do we sustain communication on a regular basis as opposed to the limited lifetime of a specific project? The emerging platforms of social media have become powerful and inexpensive tools to communicate science for various audiences. Many research institutions and individual researchers are already advanced users of social media, but small research groups and labs remain underrepresented. A small group of oceanographers, sea ice, and atmospheric scientists at the Norwegian Polar Institute have been running their social media science outreach for two years @OceanSeaIceNPI. Here we share our successful experience of developing and maintaining a researcher-driven outreach through Instagram, Twitter and Facebook. We present our framework for sharing responsibilities within the group to maximize effectiveness. Each media channel has a target audience for which the posts are tailored. Collaboration with other online organizations and institutes is key for the growth of the channels. The @OceanSeaIceNPI posts reach more than 4000 followers on a weekly basis. If you have questions about our @OceanSeaIceNPI initiative, you can tweet them with a #ask_oceanseaicenpi hashtag anytime.

  9. Paths through interpretive territory: Two teachers' enactment of a technology-rich, inquiry-fostering science curriculum

    Science.gov (United States)

    McDonald, Scott Powell

    New understandings about how people learn and constructivist pedagogy pose challenges for teachers. Science teachers face an additional challenge of developing inquiry-based pedagogy to foster complex reasoning skills. Theory provides only fuzzy guidance as to how constructivist or inquiry pedagogy can be accomplished in a wide variety of contexts and local constraints. This study contributes to the understanding of the development of constructivist, inquiry-based pedagogy by addressing the question: How do teachers interpret and enact a technology-rich, inquiry fostering science curricula for fifth grade students' biodiversity learning? This research is a case study of two teachers chosen as critical contrasting cases and represent differences across multiple criteria including: urban I suburban, teaching philosophy, and content preparation. The two fifth grade teachers each enacted BioKIDS: Kids' Inquiry in Diverse Species, an eight week curriculum focused on biodiversity. BioKIDS incorporates multiple learning technologies to support student learning including handheld computer software designed to help students collect field data, and a web-based resource for data on local animal species. The results of this study indicate there are tensions teachers must struggle with when setting goals during enactment of inquiry science curricula. They must find a balance between an emphasis on authentic learning and authentic science, and between natural history and natural science. Authentic learning focuses on students' interests and lives; Authentic science focuses on students working with the tools and processes of science. Natural history focuses on the foundational skills in science of observation and classification. Natural science focuses on analytical science drawing on data to develop claims about the world. These two key tensions in teachers' goal setting were critical in defining and understanding differences in how teachers interpreted a curriculum to meet

  10. IAEA Meeting Focuses on Nuclear and Isotopic Science to Protect Oceans

    International Nuclear Information System (INIS)

    2013-01-01

    Full text: The marine ecosystems that keep the oceans healthy are subject to increasing stress. Levels of acidity are rising in a process that is taking place at a more rapid pace than ever observed before. This poses risks to all life in the ocean - and all who depend on the oceans. Starting today, some of the world's top marine scientists are meeting in Vienna to discuss this multi-faceted problem and ways to tackle it. Science conducted and coordinated by the IAEA that uses isotopic techniques plays a key role in learning about ocean acidification and its effects. ''In dealing with threats to the health of the seas, governments need accurate data. For that, they need skilled researchers who can devise accurate models to help predict future conditions. That way, governments can start implementing the appropriate strategies to protect the seas and oceans,'' IAEA Director General Yukiya Amano told participants in the IAEA's Scientific Forum, titled The Blue Planet - Nuclear Applications for a Sustainable Marine Environment. ''The IAEA helps to make this possible. We promote a comprehensive approach to the study, monitoring and protection of marine, coastal and terrestrial ecosystems. We support effective global cooperation to address the threats to our oceans.'' The oceans not only produce as much as half of the world's oxygen; they also absorb more than a quarter of man-made CO 2 . This reduces the greenhouse effect, but it also increases the acidity of seawater, resulting in a hostile environment for calciferous plankton, crustaceans, molluscs and coral reefs. With all parts of the ecosystem connected, all life in the oceans suffers from the increased level of acidity. The two-day Forum, held on the sidelines of the IAEA's annual General Conference, is divided into three sessions. The first session focuses on the pressures faced by the coastal and marine systems and the need for partnerships and science to develop targeted responses. The second session addresses

  11. 75 FR 48731 - Notice of Availability for Public Comment on the Draft Joint Subcommittee on Ocean Science and...

    Science.gov (United States)

    2010-08-11

    ..., the academic community and the private sector in providing IOOS environmental information, products...-Private Use Policy is available for review at Web site URL: http://www.iooc.us . For the public unable to... Subcommittee on Ocean Science and Technology--Interagency Ocean Observation Committee Public-Private Use Policy...

  12. Effects of the layered curriculum on student’s success, permanence and attitudes in Science and Technology Course

    OpenAIRE

    Mehmet Nuri Gömleksiz; Serav Biçer

    2012-01-01

    This study aims to determine the effects of the layered curriculum on students’ achievement, permanence and attitudes towards Science and Technology course.  The research was conducted with two classes including an experimental and a control class at 6th grade of Elazig İstiklal Primary School in 2009-2010 academic year. Mixed research model that utilize both quantitative and qualitative research methods together was preferred in this research. To that end, achievement test and attitude scale...

  13. The issues that class teachers encounter during application of science and technology teaching curriculum

    Directory of Open Access Journals (Sweden)

    Mustafa Ugras

    2014-08-01

    Full Text Available This study aimed at investigating the challenges class teachers face in the curriculum implementation and whether these challenges differ in relation to teachers’ gender, level of education, department they graduated from and teaching experience. For this purpose; a questionnaire was developed by the researcher. Items of the questionnaire were selected from the related literature and validated by a group of expert in the field. A pilot study was conducted to assess the clarity of the questionnaire items. The internal reliability of the final version of questionnaire was calculated by using Cronbach’s Alpha Formula and found be high (α=0.85. The participants of this research included 342 class teachers who were teaching 4th and 5th class in 57 different elementary schools in 2010-2011 academic years in Bingol and Diayrbakir cities. The results of the survey were considered by using SPSS packet program. In the analyzing of data obtained from this study, frequency, arithmetic average, t-test and variance analysis were used. From the obtained data, it was determined that the 4th and 5th class teachers encounter different problems in science and technology teaching program, especially in performance homework, sourcing and lesson time topics.

  14. The role of project‐based learning in the “Political and Social Sciences of the Environment” curriculum at Nijmegen University

    NARCIS (Netherlands)

    Leroy, P.; Ligthart, S.S.H.; Bosch, H. van den

    2001-01-01

    Since the end of 1996, teachers at the Faculty of Policy Sciences at Nijmegen University, The Netherlands, have been working on a new educational programme called “Political and Social Sciences of the Environment” (PSSE). In fact, the PSSE curriculum builds on the Environmental Policy Sciences

  15. Training trainers in health and human rights: implementing curriculum change in South African health sciences institutions.

    Science.gov (United States)

    Ewert, Elena G; Baldwin-Ragaven, Laurel; London, Leslie

    2011-07-25

    The complicity of the South African health sector in apartheid and the international relevance of human rights as a professional obligation prompted moves to include human rights competencies in the curricula of health professionals in South Africa. A Train-the-Trainers course in Health and Human Rights was established in 1998 to equip faculty members from health sciences institutions nationwide with the necessary skills, attitudes and knowledge to teach human rights to their students. This study followed up participants to determine the extent of curriculum implementation, support needed as well as barriers encountered in integrating human rights into health sciences teaching and learning. A survey including both quantitative and qualitative components was distributed in 2007 to past course participants from 1998-2006 via telephone, fax and electronic communication. Out of 162 past participants, 46 (28%) completed the survey, the majority of whom were still employed in academic settings (67%). Twenty-two respondents (48%) implemented a total of 33 formal human rights courses into the curricula at their institutions. Respondents were nine times more likely (relative risk 9.26; 95% CI 5.14-16.66) to implement human rights education after completing the training. Seventy-two extracurricular activities were offered by 21 respondents, many of whom had successfully implemented formal curricula. Enabling factors for implementation included: prior teaching experience in human rights, general institutional support and the presence of allies - most commonly coworkers as well as deans. Frequently cited barriers to implementation included: budget restrictions, time constraints and perceived apathy of colleagues or students. Overall, respondents noted personal enrichment and optimism in teaching human rights. This Train-the-Trainer course provides the historical context, educational tools, and collective motivation to incorporate human rights educational initiatives at health

  16. Training Trainers in health and human rights: Implementing curriculum change in South African health sciences institutions

    Directory of Open Access Journals (Sweden)

    Baldwin-Ragaven Laurel

    2011-07-01

    Full Text Available Abstract Background The complicity of the South African health sector in apartheid and the international relevance of human rights as a professional obligation prompted moves to include human rights competencies in the curricula of health professionals in South Africa. A Train-the-Trainers course in Health and Human Rights was established in 1998 to equip faculty members from health sciences institutions nationwide with the necessary skills, attitudes and knowledge to teach human rights to their students. This study followed up participants to determine the extent of curriculum implementation, support needed as well as barriers encountered in integrating human rights into health sciences teaching and learning. Methods A survey including both quantitative and qualitative components was distributed in 2007 to past course participants from 1998-2006 via telephone, fax and electronic communication. Results Out of 162 past participants, 46 (28% completed the survey, the majority of whom were still employed in academic settings (67%. Twenty-two respondents (48% implemented a total of 33 formal human rights courses into the curricula at their institutions. Respondents were nine times more likely (relative risk 9.26; 95% CI 5.14-16.66 to implement human rights education after completing the training. Seventy-two extracurricular activities were offered by 21 respondents, many of whom had successfully implemented formal curricula. Enabling factors for implementation included: prior teaching experience in human rights, general institutional support and the presence of allies - most commonly coworkers as well as deans. Frequently cited barriers to implementation included: budget restrictions, time constraints and perceived apathy of colleagues or students. Overall, respondents noted personal enrichment and optimism in teaching human rights. Conclusion This Train-the-Trainer course provides the historical context, educational tools, and collective motivation

  17. Science and Exploration in the Classroom & Beyond: An Interdisciplinary STEAM Curriculum Developed by SSERVI Educators & Scientists

    Science.gov (United States)

    Becker, Tracy M.; Runyon, Cassandra; Cynthia, Hall; Britt, Daniel; Tracy Becker

    2017-10-01

    Through NASA’s Solar System Exploration Research Virtual Institute (SSERVI), the Center for Lunar and Asteroid Surface Science (CLASS) and the SSERVI Evolution and Environment of Exploration Destinations (SEEED) nodes have developed an interdisciplinary formal and informal hands-on curriculum to bring the excitement of space exploration directly to the students.With a focus on exploring asteroids, this 5-year effort has infused art with traditional STEM practices (creating STEAM) and provides teachers with learning materials to incorporate art, social studies, English language arts, and other courses into the lesson plans. The formal curricula being developed follows Next Generation Standards and incorporates effective and engaging pedagogical strategies, such as problem-based learning (PBL), design thinking, and document based questions, using authentic data and articles, some of which are produced by the SSERVI scientists. From the materials developed for the formal education component, we have built up a collection of informal activities of varying lengths (minutes to weeks-long programs) to be used by museums, girl and boy scouts, science camps, etc.The curricula are being developed by formal and informal educators, artists, storytellers, and scientists. The continual feedback between the educators, artists, and scientists enables the program to evolve and mature such that the material will be accessible to the students without losing scientific merit. Online components will allow students to interact with SSERVI scientists and will ultimately infuse ongoing, exciting research into the student’s lessons.Our Education & Public Engagement (EPE) program makes a strong effort to make educational material accessible to all learners, including those with visual or hearing impairments. Specific activities have been included or independently developed to give all students an opportunity to experience the excitement of the universe.

  18. Evaluation of the New Curriculum of the College of Health Sciences ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The changes to the curriculum were designed through a facilitated participatory process aimed at producing health professionals with expanded competencies. The new curriculum was deemed necessary to prepare health professionals to respond to the new demands of decentralized health service delivery, to tackle new ...

  19. Attorneys for the Ocean - Graduate Training in the Transatlantic Helmholtz Research School for Ocean System Science and Technology (HOSST/TOSST)

    Science.gov (United States)

    van den Bogaard, Christel; Dullo, Christian; Devey, Colin; Kienast, Markus; Wallace, Douglas

    2016-04-01

    The worldwide growth in population and standards of living is leading to ever increasing human pressure on the oceans: as a source of resources, a transportation/trade pathway, and a sink for pollutants. However, use of the world's ocean is not presently guided by any over-arching management plan at either national or international level. Marine science and technology provide the necessary foundation, both in terms of system understanding and observational and modeling tools, to address these issues and to ensure that management of ocean activities can be placed on the best-possible scientific footing. The transatlantic Helmholtz Research School Ocean Science and Technology pools the complementary expertise of the Helmholtz Centre for Ocean Research Kiel (GEOMAR), the Christian-Albrechts-Universität zu Kiel, Dalhousie University and the Institute for Ocean Research Enterprise (IORE), to train the next generation of researchers in the key scientific areas critical for responsible resource utilization and management of the ocean with special emphasis on our "local ocean" - the North Atlantic. The Research School is organized around three themes which encompass key sensitivities of the North Atlantic to external forcing and resource exploitation: 4D Ocean Dynamics, Ecosystem Hotspots, and Seafloor Structures. Interactions within and between these themes regulate how the ocean system responds to both anthropogenic and natural change. The HOSST/TOSST fellows gain an in-depth understanding of how these ocean systems interact, which in turn provides a solid understanding for the formulation of scientifically-sound management practices. Given the broad scope of the school, student education is two-pronged: it provides excellent institutional support where needed, including scientific input, personal support and financial incentives, while simultaneously generating an open "intellectual space" in which ingenious, often unpredictable, ideas can take root, overcoming

  20. Engaging in Argument from Evidence and the Ocean Sciences Sequence for Grades 3-5: A case study in complementing professional learning experiences with instructional materials aligned to instructional goals

    Science.gov (United States)

    Schoedinger, S. E.; Weiss, E. L.

    2016-12-01

    K-5 science teachers, who often lack a science background, have been tasked with a huge challenge in implementing NGSS—to completely change their instructional approach from one that views science as a body of knowledge to be imparted to one that is epistemic in nature. We have found that providing high-quality professional learning (PL) experiences is often not enough and that teachers must have instructional materials that align with their instructional goals. We describe a case study in which the Lawrence Hall of Science (the Hall) used the Hall-developed Ocean Sciences Sequence for Grades 3-5 (OSS 3-5) to support a rigorous PL program for grade 3-5 teachers focused on the NGSS science and engineering practice, engaging in argument from evidence. Developed prior to the release of NGSS, the Ocean Literacy Framework and the NGSS precursor, A Framework for K-12 Science Education, informed the content and instructional approaches of OSS 3-5. OSS 3-5 provides a substantial focus on making evidence-based explanations (and other science practices), while building students' ocean sciences content knowledge. From 2013-2015, the Hall engaged cohorts of teachers in a rigorous PL experience focused on engaging in argument from evidence. During the summer, teachers attended a week-long institute, in which exemplar activities from OSS 3-5 were used to model instructional practices to support arguing from evidence and related practices, e.g., developing and using models and constructing explanations. Immediately afterward, teachers enacted what they'd learned during a two-week summer school practicum. Here, they team-taught the OSS 3-5 curriculum, participated in video reflection groups, and received coaching and just-in-time input from instructors. In the subsequent academic year, many teachers began by teaching OSS 3-5 so that they could practice engaging students in argumentation in curriculum they'd already used for that purpose. Throughout the year, teachers

  1. Modeling Ships and Space Craft The Science and Art of Mastering the Oceans and Sky

    CERN Document Server

    Hagler, Gina

    2013-01-01

    Modeling Ships and Space Craft: The Science and Art of Mastering the Oceans and Sky begins with the theories of Aristotle and Archimedes, moving on to examine the work of Froude and Taylor, the early aviators and the Wright Brothers, Goddard and the other rocket men, and the computational fluid dynamic models of our time. It examines the ways each used fluid dynamic principles in the design of their vessels. In the process, this book covers the history of hydrodynamic (aero and fluid) theory and its progression – with some very accessible science examples – including seminal theories. Hydrodynamic principles in action are also explored with examples from nature and the works of man. This is a book for anyone interested in the history of technology – specifically the methods and science behind the use of scale models and hydrodynamic principles in the marine and aeronautical designs of today.

  2. Ocean Literacy After-School

    Science.gov (United States)

    Hlinka, Lisa

    2016-04-01

    Ocean Literacy is a topic that is often underrepresented in secondary school science curriculum. To combat this deficit, our School has partnered up with Hudson River Community Sailing (HRCS), a local organization in New York City that offers an after-school program to high-need high school students in the surrounding community. This organization has developed a 9th grade Sail Academy which allows students from participating public high schools to increase their proficiency in math and science by learning basic sailing, navigation, and boat building. Upon successfully completing the 9th grade Sail Academy curriculum, students enter the "First Mates Program" which offers a scaffolded set of youth development experiences that prepare students for college, career, leadership, and stewardship. This program is built in the context of a new Ocean Literacy Curriculum focused around 3 major topics within Ocean Literacy: Marine Debris, Meteorology, and Ecology (specifically water quality). The learning experiences include weekly data collection of marine debris, weather conditions, and water quality testing in the Hudson River adjacent to the HRCS Boathouse. Additionally there are weekly lessons engaging students in the fundamentals of each of the 3 topics and how they are also important in the lens of sailing. During the marine debris portion of the curriculum students identify sources of marine debris, impacts on the local environment, and study how debris can travel along the ocean currents leading in to larger garbage gyres. To supplement the curriculum, students embarked on a day trip to the Newtown Creek Wastewater Treatment Facility in Brooklyn, NY to learn how and where NYC receives its drinking water, how wastewater is treated, and how water quality in the local area can be easily influenced. While on the trip, students did their data collection of marine debris, weather conditions, and water quality testing at Newtown Creek, and then they compared their results

  3. Marine Technology for Teachers and Students: A Multi-modal Approach to Integrate Technology and Ocean Sciences Instruction

    Science.gov (United States)

    Gingras, A.; Knowlton, C. W.; Scowcroft, G. A.; Babb, I.; Coleman, D.; Morin, H.

    2016-02-01

    The Marine Technology for Teachers and Students (MaTTS) Project implements a year-long continuum of activities beginning with educators reading and reporting on peer-reviewed publications, followed by face-to-face, hands-on weekend workshops and virtual professional development activities. Teams of teacher and student leaders then participate in an intensive, residential Summer Institute (SI) that emphasizes hands-on building of marine related technologies and exposure to career pathways through direct interactions with ocean scientists and engineers. During the school year, teachers integrate ocean science technology and data into their classrooms and participate, along with colleagues and students from their schools, in science cafes and webinars. Student leaders transfer knowledge gained by engaging their district's middle school students in ocean science activities and technologies by serving as hosts for live broadcasts that connect classrooms with ocean scientists and engineers though the Inner Space Center, a national ocean science telecommunications hub. Communication technologies bridge formal and informal learning environments, allowing MaTTS participants to interact with their fellow cohort members, scientists, and engineers both during and outside of school. Evaluation results indicate that for teachers both the weekend workshops and SI were most effective in preparing them to integrate ocean science and technology in STEM curricula and increase their ocean science content knowledge and leadership characteristics. For students the SI and the middle school interactions supported gains in knowledge, awareness, leadership skills and interest in ocean sciences and technologies, and related STEM careers. In particular, the connections made by working directly with scientists have positively impacted both student and teacher leaders. This presentation will provide an overview of the MaTTS model and early evaluation results.

  4. Embedding Probeware Technology in the Context of Ocean Acidification in Elementary Science Methods Courses

    Science.gov (United States)

    Ensign, Todd I.; Rye, James A.; Luna, Melissa J.

    2017-12-01

    Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an elementary science methods course participated in a mixed-methods study through which they utilized probeware in a thematic experience on ocean acidification. One-way repeated measures ANOVA of pre and post survey data measuring subscales of utility, ability, and intent to use probeware demonstrated a statistically significant increase with medium to large effect sizes for all subscales across all sections (p<0.01,{η}_p^2=0.384;p<0.001,{η}_p^2=0.517;p<0.001,{η}_p^2=0.214) . Analysis of reflective journals revealed over 60% felt the multiple capabilities (notably graphing) of probeware make it a useful classroom tool, and almost one-half believed that its use makes science more enjoyable and engaging. Mapping of the unitized data from the journals on the Next Generation Science Standards suggested that probeware use especially engages learners in planning and carrying out investigations and in analyzing and interpreting data. Journals also revealed that despite PT having prior experience with probeware in science courses, its use in their future elementary classroom is conditional on having a positive experience with probeware in a science methods course. Further, embedding a probeware experience in a unit on ocean acidification provides PT with strategies for addressing climate change and engaging in argument from evidence.

  5. A Curriculum Development for the Enhancement of Learning Management Performances Emphasizing Higher Order Thinking Skills for Lower Secondary Science Teachers

    Directory of Open Access Journals (Sweden)

    Saksit Seeluangpetch

    2016-12-01

    Full Text Available This study aimed at 1 investigating the problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers, 2 developing an effective curriculum to enhance the learning management performances which emphasized the higher order thinking skills for lower secondary Science teachers, and 3 studying the effects of using the curriculum developed for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. The research was conducted in 4 phases. Phase 1 of the research was the study of fundamental information regarding problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. It was carried out by studying the related literature and exploring the needs. The instrument used in Phase 1 study was the needs assessment. The statistics used for data analysis were mean ( , percentage (%, and standard deviation (S.D.. The result of the study revealed that the Science teachers’ prior knowledge was at low level and the need to enhance their performances was at high level. The development of the curriculum was carried out in Phase 2 of the study. The curriculum was constructed and developed in order to enhance the learning management performances which emphasized the higher order thinking skills. The instrument used was the appropriateness the assessment of the curriculum framework. Mean ( , percentage (%, and standard deviation (S.D. were used to analyze the data. The result of the assessment showed that the overall appropriateness of the curriculum was at high level. The main components of the curriculum comprised of curriculum’s problem and necessity, rationale, objective, structure, training activity, training media, training duration, and evaluation and assessment. The curriculum trial was

  6. Not Just About the Science: Cold War Politics and the International Indian Ocean Expedition

    Science.gov (United States)

    Harper, K.

    2016-12-01

    The International Indian Ocean Expedition broke ground for a series of multi-national oceanographic expeditions starting in the late 1950s. In and of itself, it would have been historically significant—like the International Geophysical Year (1957-58)—for pulling together the international scientific community during the Cold War. However, US support for this and follow-on Indian Ocean expeditions were not just about the science; they were also about diplomacy, specifically efforts to bring non-aligned India into the US political orbit and out of the clutches of its Cold War enemy, the Soviet Union. This paper examines the behind-the-scenes efforts at the highest reaches of the US government to extract international political gain out of a large-scale scientific effort.

  7. Data Stewardship in the Ocean Sciences Needs to Include Physical Samples

    Science.gov (United States)

    Carter, M.; Lehnert, K.

    2016-02-01

    Across the Ocean Sciences, research involves the collection and study of samples collected above, at, and below the seafloor, including but not limited to rocks, sediments, fluids, gases, and living organisms. Many domains in the Earth Sciences have recently expressed the need for better discovery, access, and sharing of scientific samples and collections (EarthCube End-User Domain workshops, 2012 and 2013, http://earthcube.org/info/about/end-user-workshops), as has the US government (OSTP Memo, March 2014). iSamples (Internet of Samples in the Earth Sciences) is a Research Coordination Network within the EarthCube program that aims to advance the use of innovative cyberinfrastructure to support and advance the utility of physical samples and sample collections for science and ensure reproducibility of sample-based data and research results. iSamples strives to build, grow, and foster a new community of practice, in which domain scientists, curators of sample repositories and collections, computer and information scientists, software developers and technology innovators engage in and collaborate on defining, articulating, and addressing the needs and challenges of physical samples as a critical component of digital data infrastructure. A primary goal of iSamples is to deliver a community-endorsed set of best practices and standards for the registration, description, identification, and citation of physical specimens and define an actionable plan for implementation. iSamples conducted a broad community survey about sample sharing and has created 5 different working groups to address the different challenges of developing the internet of samples - from metadata schemas and unique identifiers to an architecture for a shared cyberinfrastructure to manage collections, to digitization of existing collections, to education, and ultimately to establishing the physical infrastructure that will ensure preservation and access of the physical samples. Repositories that curate

  8. The effects of an integrated Algebra 1/physical science curriculum on student achievement in Algebra 1, proportional reasoning and graphing abilities

    Science.gov (United States)

    Lawrence, Lettie Carol

    1997-08-01

    The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between

  9. Using Citizen Science to Close Gaps in Cabled Ocean Observatory Research

    Science.gov (United States)

    Morley, M. G.; Moran, K.; Riddell, D. J.; Hoeberechts, M.; Flagg, R.; Walsh, J.; Dobell, R.; Longo, J.

    2015-12-01

    Ocean Networks Canada operates the world-leading NEPTUNE and VENUS cabled ocean observatories off the west coast of British Columbia, and a community observatory in Cambridge Bay, Nunavut. Continuous power and connectivity permit large volumes of data to be collected and made available to scientists and citizens alike over the Internet through a web-based interface. The Oceans 2.0 data management system contains over one quarter petabyte of data, including more than 20,000 hours of video from fixed seafloor cameras and a further 8,000 hours of video collected by remotely operated vehicles. Cabled observatory instrument deployments enable the collection of high-frequency, long-duration time series of data from a specific location. This enables the study of important questions such as whether effects of climate change—for instance, variations in temperature or sea-level—are seen over the long term. However, cabled observatory monitoring also presents challenges to scientific researchers: the overwhelming volume of data and the fixed spatial location can be barriers to addressing some big questions. Here we describe how Ocean Networks Canada is using Citizen Science to address these limitations and supplement cabled observatory research. Two applications are presented: Digital Fishers is a crowd-sourcing application in which participants watch short deep-sea video clips and make annotations based on scientific research questions. To date, 3,000 participants have contributed 140,000 scientific observations on topics including sablefish abundance, hydrothermal vent geology and deep-sea feeding behaviour. Community Fishers is a program in which ordinary citizens aboard vessels of opportunity collect ocean data including water temperature, salinity, dissolved oxygen and chlorophyll. The program's focus is to directly address the typical quality concerns around data that are collected using a citizen science approach. This is done by providing high quality scientific

  10. Absolute Geostrophic Velocity Inverted from the Polar Science Center Hydrographic Climatology (PHC3.0) of the Arctic Ocean with the P-Vector Method (NCEI Accession 0156425)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The dataset (called PHC-V) comprises 3D gridded climatological fields of absolute geostrophic velocity of the Arctic Ocean inverted from the Polar science center...

  11. Archive of Geosample Data and Information from the University of Hawaii at Manoa School of Ocean and Earth Science and Technology (SOEST)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The University of Hawaii at Manoa, School of Ocean and Earth Science and Technology (SOEST) is a partner in the Index to Marine and Lacustrine Geological Samples...

  12. The Effects of Gender and Type of Inquiry Curriculum on Sixth Grade Students' Science Process Skills and Epistemological Beliefs in Science

    Science.gov (United States)

    Zaleta, Kristy L.

    The purpose of this study was to investigate the impact of gender and type of inquiry curriculum (open or structured) on science process skills and epistemological beliefs in science of sixth grade students. The current study took place in an urban northeastern middle school. The researcher utilized a sample of convenience comprised of 303 sixth grade students taught by four science teachers on separate teams. The study employed mixed methods with a quasi-experimental design, pretest-posttest comparison group with 17 intact classrooms of students. Students' science process skills and epistemological beliefs in science (source, certainty, development, and justification) were measured before and after the intervention, which exposed different groups of students to different types of inquiry (structured or open). Differences between comparison and treatment groups and between male and female students were analyzed after the intervention, on science process skills, using a two-way analysis of covariance (ANCOVA), and, on epistemological beliefs in science, using a two-way multivariate analysis of covariance (MANCOVA). Responses from two focus groups of open inquiry students were cycle coded and examined for themes and patterns. Quantitative measurements indicated that girls scored significantly higher on science process skills than boys, regardless of type of inquiry instruction. Neither gender nor type of inquiry instruction predicted students' epistemological beliefs in science after accounting for students' pretest scores. The dimension Development accounted for 10.6% of the variance in students' science process skills. Qualitative results indicated that students with sophisticated epistemological beliefs expressed engagement with the open-inquiry curriculum. Students in both the sophisticated and naive beliefs groups identified challenges with the curriculum and improvement in learning as major themes. The types of challenges identified differed between the groups

  13. Teaching Ocean Sciences in the 21st Century Classroom: Lab to Classroom Videoconferencing

    Science.gov (United States)

    Peach, C. L.; Gerwick, W.; Gerwick, L.; Senise, M.; Jones, C. S.; Malloy, K.; Jones, A.; Trentacoste, E.; Nunnery, J.; Mendibles, T.; Tayco, D.; Justice, L.; Deutscher, R.

    2010-12-01

    Teaching Ocean Science in the 21st Century Classroom (TOST) is a Center for Ocean Sciences Education Excellence (COSEE CA) initiative aimed at developing and disseminating technology-based instructional strategies, tools and ocean science resources for both formal and informal science education. San Diego Unified School District (SDUSD), Scripps Institution of Oceanography (SIO) and the Lawrence Hall of Science (LHS) have established a proving ground for TOST activities and for development of effective, sustainable solutions for researchers seeking to fulfill NSF and other funding agency broader impact requirements. Lab to Classroom Videoconferencing: Advances in Information and Communications Technology (ICT) are making it easier to connect students and researchers using simple online tools that allow them to interact in novel ways. COSEE CA is experimenting with these tools and approaches to identify effective practices for providing students with insight into the research process and close connections to researchers and their laboratory activities. At the same time researchers, including graduate students, are learning effective communication skills and how to align their presentations to specific classroom needs - all from the comfort of their own lab. The lab to classroom videoconferencing described here is an ongoing partnership between the Gerwick marine biomedical research lab and a group of three life science teachers (7th grade) at Pershing Middle School (SDUSD) that started in 2007. Over the last 5 years, the Pershing science teachers have created an intensive, semester-long unit focused on drug discovery. Capitalizing on the teacher team’s well-developed unit of study and the overlap with leading-edge research at SIO, COSEE CA created the videoconferencing program as a broader impact solution for the lab. The team has refined the program over 3 iterations, experimenting with structuring the activities to most effectively reach the students. In the

  14. Into the Curriculum. Interdisciplinary: Celebrating Our Animal Friends: An Across-the-Curriculum Unit for Middle Level Students [and] Music: Program Notes [and] Reading-Language Arts: Letters: Written, Licked, and Stamped [and] Science: Plants in Families [and] Science: Physics and Holiday Toys (Gravity) [and] Social Studies: Learning about Geography through Children's Literature.

    Science.gov (United States)

    Gillen, Rose; And Others

    1995-01-01

    Presents six curriculum guides for elementary and secondary education. Subjects include interdisciplinary instruction, music, reading/language arts, science, and social studies. Each guide provides library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, a…

  15. Scales and scaling in turbulent ocean sciences; physics-biology coupling

    Science.gov (United States)

    Schmitt, Francois

    2015-04-01

    Geophysical fields possess huge fluctuations over many spatial and temporal scales. In the ocean, such property at smaller scales is closely linked to marine turbulence. The velocity field is varying from large scales to the Kolmogorov scale (mm) and scalar fields from large scales to the Batchelor scale, which is often much smaller. As a consequence, it is not always simple to determine at which scale a process should be considered. The scale question is hence fundamental in marine sciences, especially when dealing with physics-biology coupling. For example, marine dynamical models have typically a grid size of hundred meters or more, which is more than 105 times larger than the smallest turbulence scales (Kolmogorov scale). Such scale is fine for the dynamics of a whale (around 100 m) but for a fish larvae (1 cm) or a copepod (1 mm) a description at smaller scales is needed, due to the nonlinear nature of turbulence. The same is verified also for biogeochemical fields such as passive and actives tracers (oxygen, fluorescence, nutrients, pH, turbidity, temperature, salinity...) In this framework, we will discuss the scale problem in turbulence modeling in the ocean, and the relation of Kolmogorov's and Batchelor's scales of turbulence in the ocean, with the size of marine animals. We will also consider scaling laws for organism-particle Reynolds numbers (from whales to bacteria), and possible scaling laws for organism's accelerations.

  16. Exploring the Effectiveness of Curriculum Provided Through Transmedia Books for Increasing Students' Knowledge and Interest in Science

    Science.gov (United States)

    Ponners, Pamela Jones

    Transmedia books are new and emerging technologies which are beginning to be used in current classrooms. Transmedia books are a traditional printed book that uses multiple media though the use of Quick Response (QR) codes and augmented reality (AR) triggers to access web-based technology. Using the transmedia book Skills That Engage Me students in kindergarten through second grade engage in curriculum designed to introduce science skills and careers. Using the modified Draw-a-Scientist Test (mDAST), observations and interviews, researchers analyzed pre and post data to describe changes students have about science and scientists. Future study may include the development and validation of a new instrument, Draw a Science Student, and examining the mDAST checklist with the intention of updating the parameters of what is considered positive and negative in relationship with work a scientist conducts.

  17. Real-time Science and Educational Collaboration Online from the Indian Ocean

    Science.gov (United States)

    Wilson, R. H.; Sager, W. W.

    2007-12-01

    During Summer of 2007, scientists and students (via the web) jointly participated in research during the Ninety East Ridge Expedition (cruise KNOX06RR) . Staff organizers from Joint Oceanographic Institutions" JOI Learning and the Integrated Ocean Drilling Program planned and implemented an interactive website to allow students to directly participate with scientists during the site survey aboard the R/V Roger Revelle. Dr. Will Sager and middle school teacher Rory Wilson collaborated daily during the scientific expedition with science team, ship crew and students. From the outset, students were involved and helped to guide the program; this included coming up with the website name and initial design work. Communication with students included the website, individual and group emails and video conferences with student groups. Seven secondary schools from the USA, Europe, India and Thailand participated actively in the project from June to August. Students viewed daily updates on the website, sent in answers for weekly science challenge questions, and interacted with scientists and crew. Student participants learned about navigation, geophysics and petrology, as well as ship operations and technology. Students and educators tracked the expedition's progress in a multi-media environment. Website statistics were recorded; participation began well and increased during the expedition as more people became engaged with the website. All of the crew and scientists wrote self-profiles to help students learn about the range of ocean careers; several of the scientists and graduate students on board wrote or co- authored website articles for students. During this presentation, we will explore and review the major features of the outreach program using the Sea90e website to demonstrate how this real-time interaction engages students in science learning. We will discuss the benefits of collaboration for science and education in our "classroom at sea."

  18. Impacts of a Place-Based Science Curriculum on Student Place Attachment in Hawaiian and Western Cultural Institutions at an Urban High School in Hawai'i

    Science.gov (United States)

    Kuwahara, Jennifer L. H.

    2013-01-01

    This study investigates how students' participation in a place-based science curriculum may influence their place attachment (dependence and identity). Participants attend an urban high school in Hawai'i and are members of different cultural institutions within the school. Students are either enrolled in an environmental science class within the…

  19. Founders' Weekend. North Country Workshop on Science, Technology and the Undergraduate Curriculum. Proceedings (Potsdam, New York, November 9-10, 1984).

    Science.gov (United States)

    State Univ. of New York, Potsdam. Coll. at Potsdam.

    Proceedings of the North Country Workshop on Science, Technology, and the Undergraduate Curriculum are presented. The Sloan Foundation's call for reform of the liberal arts and coverage of mathematics, science, and technology is noted in welcoming remarks by State University of New York, Potsdam, President Humphrey Tonkin. Stephen H. Cutcliffe…

  20. Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

    Science.gov (United States)

    Steer, D. N.; Iverson, E. A.; Manduca, C. A.

    2013-12-01

    This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was

  1. The Smartfin: How Citizen Scientist Surfers Could Help Inform Coastal Ocean Science and Conservation.

    Science.gov (United States)

    Stern, A.

    2016-12-01

    Coastal marine ecosystems only represent a small percentage of the global ocean's surface area. However, these ecosystems are highly productive, rich in biodiversity, and are where the vast majority of human activity occurs. The complex interaction between seawater, land, and atmosphere makes coastal ecosystems some of the most dynamic in terms of seawater chemistry. In order to capture these dynamic changes in seawater chemistry across appropriate spatial and temporal scales requires a large amount of measurements. Unfortunately, it is often challenging to maintain an array of oceanographic sensors in coastal ecosystems, especially in high energy areas like the surf zone. Citizen science has the potential to increase the collection of oceanographic data from coastal systems where traditional methods are more difficult or expensive to implement. This talk will highlight the Smartfin, a surfboard mounted fin that measures seawater chemical parameters, physical wave characteristics, and GPS location during an ordinary surf session. Created by environmental non-profit Lost Bird, the Smartfin is a partnership between non-profits (Lost Bird and Surfrider Foundation), researchers (Scripps Institution of Oceanography), engineers (Board Formula), and the citizen science community. With an estimated 23 million surfers worldwide the Smartfin could greatly enhance vital data collection in coastal regions as well as raise awareness about our changing coastal and ocean ecosystems.

  2. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    Science.gov (United States)

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

  3. Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

    Science.gov (United States)

    Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

    2002-05-01

    Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

  4. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

    Directory of Open Access Journals (Sweden)

    Olopade FE

    2016-07-01

    Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula

  5. Wind-energy Science, Technology and Research (WindSTAR) Consortium: Curriculum, Workforce Development, and Education Plan Final Report

    Energy Technology Data Exchange (ETDEWEB)

    Manwell, James [Univ. of Massachusetts, Amherst, MA (United States)

    2013-03-19

    The purpose of the project is to modify and expand the current wind energy curriculum at the University of Massachusetts Amherst and to develop plans to expand the graduate program to a national scale. The expansion plans include the foundational steps to establish the American Academy of Wind Energy (AAWE). The AAWE is intended to be a cooperative organization of wind energy research, development, and deployment institutes and universities across North America, whose mission will be to develop and execute joint RD&D projects and to organize high-level science and education in wind energy

  6. Customizing Process to Align with Purpose and Program: The 2003 MS PHD'S in Ocean Sciences Program Evaluative Case Study

    Science.gov (United States)

    Williamson, V. A.; Pyrtle, A. J.

    2004-12-01

    How did the 2003 Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Ocean Sciences Program customize evaluative methodology and instruments to align with program goals and processes? How is data captured to document cognitive and affective impact? How are words and numbers utilized to accurately illustrate programmatic outcomes? How is compliance with implicit and explicit funding regulations demonstrated? The 2003 MS PHD'S in Ocean Sciences Program case study provides insightful responses to each of these questions. MS PHD'S was developed by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science. Key components of this initiative include development of a community of scholars sustained by face-to-face and virtual mentoring partnerships; establishment of networking activities between and among undergraduate, graduate, postgraduate students, scientists, faculty, professional organization representatives, and federal program officers; and provision of forums to address real world issues as identified by each constituent group. The evaluative case study of the 2003 MS PHD'S in Ocean Sciences Program consists of an analysis of four data sets. Each data set was aligned to document progress in the achievement of the following program goals: Goal 1: The MS PHD'S Ocean Sciences Program will successfully market, recruit, select, and engage underrepresented student and non-student participants with interest/ involvement in Ocean Sciences; Goal 2: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by quantitative analysis of user-feedback; Goal 3: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by qualitative analysis of user-feedback, and; Goal 4: The MS PHD'S Ocean Sciences Program will develop a constituent base adequate to demonstrate evidence of interest, value, need and sustainability in

  7. Exploring the Oceans in 4D: Using Paleoceanography to Engage Students in Interdisciplinary Science

    Science.gov (United States)

    Waite, A. J.; Fournier, A.; Paxson, M.; Grant, C.; MacFadden, B. J.

    2015-12-01

    Recent collaborations between educators and scientists have helped to change the face of K-12 education and allow for the development of curricula that closely mimic real word scientific inquiry in ever more accessible formats. Here we capitalize on collaborations established by the Great American Biotic Interchange - Research Experience for Teachers (GABI-RET) and the Panama Canal Project - Partnerships in International Research and Education (PCP-PIRE) to create a series of hands-on activities that investigate the dynamic response of various components of the Earth's system to changes in ocean gateways through time. In particular, we focus on the rise of the Isthmus of Panama and subsequent closure of the Central American Seaway that provide an opportune platform for the interdisciplinary teaching of multiple secondary education topics. Relevant themes include, but are not limited to, geologic time, dating techniques, plate tectonics, ocean circulation, climate, and the speciation/diversification of life. We have taken a versatile approach to these activities by simulating deep sea sediment cores, complete with 3D printed microfossils and related data, that allow students to actively apply the scientific method to simplified geologic archives, graph and assess evidence, and debate their findings in a project based format. The exercises themselves are designed to meet Next Generation and Florida State Science Standards for 6th grade Earth Science and 12th grade Environmental Management/Science classes, though the nature of the activities can be adapted to intermediary skill levels with relative ease. The project kit is designed for use in classrooms without ready access to computers or microscopes and the associated lesson plans/materials will be made available through the GABI-RET and PaleoTEACH websites.

  8. Going from lectures to expeditions: Creating a virtual voyage in undergraduate ocean science education

    Science.gov (United States)

    Reed, D.; Garfield, N.; Locke, J.; Anglin, J.; Karl, H.; Edwards, B.

    2003-04-01

    The WWW provides for new collaborations in distributed learning in higher education. The lead author has developed a highly successful online course at the undergraduate level with an enrollment of more than 300 non-science majors each year, We are currently initiating a new focus for the course by emphasizing sea-going research, primarily in the northeastern Pacific Ocean, through the development of a virtual oceanographic voyage over the WWW. The "virtual voyage" courseware combines elements of experiential learning with anytime, anywhere access of the WWW to stimulate inquiry-based learning in the ocean sciences. The first leg of the voyage is currently being synthesized from contemporary ocean research sponsored by a collaboration of U.S. government agencies, including NSF, NOAA, and the USGS. The initial portion of this effort involves transforming portions of USGS Circular 1198, Beyond the Golden Gate -- Oceanography, Geology, Biology, and Environmental Issues in the Gulf of the Farallones, into an interactive expedition by which students participate as scientists aboard a research vessel departing from San Francisco. Virtual experiments on the voyage are patterned after research cruises over the past decade in two national marine sanctuaries and include the technologies of data acquisition and data analysis, as well as providing insight into the methodologies of working marine scientists. Real-time data for monitoring the marine environment are embedded into several modules; for example, students will analyze data from offshore buoys and satellite imagery to assess ocean conditions prior to departing from port. Multibeam sonar is used to create seafloor maps near the Golden Gate Bridge and sediment cores provide evidence of sea-level change in the region. Environmental studies in the region include locating canisters of low-level radioactive waste and assessing potential sites for the disposal for dredged materials from the San Francisco Bay. Upon completion

  9. Integrating Explicit Learning about the Culture of Science into the Pre-Service Teacher Curriculum through Readings and Reflections

    Science.gov (United States)

    Egger, A. E.

    2014-12-01

    Teachers provide foundational science experiences that spark interest in some students to pursue science and serve as an endpoint for others. For both groups, getting a glimpse into the culture of science is important to their futures as citizens, but this glimpse is not something all teachers are equipped to offer. Explicit instruction in the culture of science is generally not part of college-level science courses; to reach future teachers, it should be incorporated into the curriculum for pre-service teachers. I have incorporated readings from Visionlearning's peer-reviewed, freely available, web-based Process of Science series (http://www.visionlearning.com/en/library/Process-of-Science/49) into my class for pre-service middle-level and secondary science teachers. The readings describe the development of the culture and process of science using deeply embedded examples of scientists and their work. Students reflected on each reading by describing what they learned and something they will use in their future teaching. Responses were graded for thoughtfulness and completeness and later compiled. In general, students with more science courses had a better initial understanding of the culture of science and found the readings engaging stories that explained in more depth what they already knew. However, all students reported learning some fundamental aspects of the culture and nature of science. Most commonly, they learned scientific language, often words with both colloquial and scientific definitions: theory, hypothesis, law, uncertainty, error, confidence. Other learning gains were reported in defining the difference between scientific controversy and social controversy over science, interactions between historical events and the scientific enterprise, how much scientists work in groups and interact at meetings, and the role that funding plays in guiding research. On their own, students struggled to describe explicit ways to incorporate these concepts into their

  10. A One-Year Introductory Robotics Curriculum for Computer Science Upperclassmen

    Science.gov (United States)

    Correll, N.; Wing, R.; Coleman, D.

    2013-01-01

    This paper describes a one-year introductory robotics course sequence focusing on computational aspects of robotics for third- and fourth-year students. The key challenges this curriculum addresses are "scalability," i.e., how to teach a robotics class with a limited amount of hardware to a large audience, "student assessment,"…

  11. Poultry Production for Agricultural Science I Core Curriculum. Instructor's Guide. Volume 19, Number 2.

    Science.gov (United States)

    Timko, Joseph J.; Stewart, Bob R.

    This unit is designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. Intended to be taught to ninth-grade students of vocational agriculture, the unit contains six lessons for developing competencies needed in poultry production. The lessons are as follows: (1) the importance of the poultry…

  12. The Science of Nuclear Materials: A Modular, Laboratory-based Curriculum

    Energy Technology Data Exchange (ETDEWEB)

    Cahill, C.L., E-mail: cahill@gwu.edu [Department of Chemistry and Elliott School of International Affairs, The George Washington University, Washington, DC 20052 (United States); Feldman, G.; Briscoe, W.J. [Department of Physics, The George Washington University, Washington, DC 20052 (United States)

    2014-06-15

    The development of a curriculum for nuclear materials courses targeting students pursuing Master of Arts degrees at The George Washington University is described. The courses include basic concepts such as radiation and radioactivity as well as more complex topics such the nuclear fuel cycle, nuclear weapons, radiation detection and technological aspects of non-proliferation.

  13. Evaluation of the New Curriculum of the College of Health Sciences ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    A dramatic curriculum change process has recently been implemented within the Makerere University medical training facility, as requested by Makerere and funded by the Rockefeller Foundation and the World Bank. ... to prepare health professionals to respond to the new demands of decentralized health service delivery, ...

  14. Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

    Science.gov (United States)

    Leary, Heather; Severance, Samuel; Penuel, William R.; Quigley, David; Sumner, Tamara; Devaul, Holly

    2016-01-01

    This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to…

  15. Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map

    Science.gov (United States)

    Franzen, Susan; Bannon, Colleen M.

    2016-01-01

    The ACRL's "Framework for Information Literacy for Higher Education" offers the opportunity to rethink information literacy teaching and curriculum. However, the ACRL's rescinded "Information Literacy Competency Standards for Higher Education" correlate with the preferred research and decision-making model of the health…

  16. Connecting Cultures & Classrooms. K-12 Curriculum Guide: Language Arts, Science, Social Studies. Indian Education for All

    Science.gov (United States)

    Fox, Sandra J., Ed.

    2006-01-01

    This curriculum guide is but one of the resources that the Montana Office of Public Instruction is providing to help teachers implement Indian Education for All. The philosophy of this document promotes the use of Indian literature as an instructional tool. There are no textbooks presently for including aspects of Montana Indian cultures into the…

  17. The Science of Nuclear Materials: A Modular, Laboratory-based Curriculum

    International Nuclear Information System (INIS)

    Cahill, C.L.; Feldman, G.; Briscoe, W.J.

    2014-01-01

    The development of a curriculum for nuclear materials courses targeting students pursuing Master of Arts degrees at The George Washington University is described. The courses include basic concepts such as radiation and radioactivity as well as more complex topics such the nuclear fuel cycle, nuclear weapons, radiation detection and technological aspects of non-proliferation

  18. Integrating technology, curriculum, and online resources: A multilevel model study of impacts on science teachers and students

    Science.gov (United States)

    Ye, Lei

    This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers' attitudes, beliefs, and practices and on students' achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students within five public school districts in the western U.S. To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase both teachers' awareness of other earth science teachers' practices and teachers' frequency of using interactive resources in their lesson planning and classroom teaching. A standard multiple regression model was developed. In addition to "District," "Training condition" (whether or not teachers received CCS training) appeared to predict teachers' attitudes, beliefs, and practices. Teachers who received CCS training tended to have lower postsurvey scores than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts. To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessment and (2) students' engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. A nesting effect (students clustered within teachers) in the Earth's Dynamic Geosphere (EDG) knowledge assessment was identified and addressed by fitting a two-level hierarchical linear model (HLM). In addition, significant school district differences existed for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own

  19. 76 FR 26721 - Re-Issuance of a General Permit to the National Science Foundation for the Ocean Disposal of Man...

    Science.gov (United States)

    2011-05-09

    ...EPA proposes to re-issue a permit authorizing the National Science Foundation (NSF) to dispose of ice piers in ocean waters. Permit re-issuance is necessary because the current permit has expired. EPA does not propose changes to the content of the permit because ocean disposal under the terms of the previous permit will continue to meet the ocean disposal criteria.

  20. Research and Teaching: Encouraging Science Communication in an Undergraduate Curriculum Improves Students' Perceptions and Confidence

    Science.gov (United States)

    Train, Tonya Laakko; Miyamoto, Yuko J.

    2017-01-01

    The ability to effectively communicate science is a skill sought after by graduate and professional schools as well as by employers in science-related fields. Are content-heavy undergraduate science curricula able to incorporate opportunities to develop science communication skills, and is promoting these skills worth the time and effort? The…

  1. A Two-Ocean Bouillabaisse: Science, Politics, and the Central American Sea-Level Canal Controversy.

    Science.gov (United States)

    Keiner, Christine

    2017-11-01

    As the Panama Canal approached its fiftieth anniversary in the mid-1960s, U.S. officials concerned about the costs of modernization welcomed the technology of peaceful nuclear excavation to create a new waterway at sea level. Biologists seeking a share of the funds slated for radiological-safety studies called attention to another potential effect which they deemed of far greater ecological and evolutionary magnitude - marine species exchange, an obscure environmental issue that required the expertise of underresourced life scientists. An enterprising endeavor to support Smithsonian naturalists, especially marine biologists at the Smithsonian Tropical Research Institute in Panama, wound up sparking heated debates - between biologists and engineers about the oceans' biological integrity and among scientists about whether the megaproject represented a research opportunity or environmental threat. A National Academy of Sciences panel chaired by Ernst Mayr failed to attract congressional funding for its 10-year baseline research program, but did create a stir in the scientific and mainstream press about the ecological threats that the sea-level canal might unleash upon the Atlantic and Pacific. This paper examines how the proposed megaproject sparked a scientific and political conversation about the risks of mixing the oceans at a time when many members of the scientific and engineering communities still viewed the seas as impervious to human-facilitated change.

  2. Ocean Acidification

    Science.gov (United States)

    Ludwig, Claudia; Orellana, Mónica V.; DeVault, Megan; Simon, Zac; Baliga, Nitin

    2015-01-01

    The curriculum module described in this article addresses the global issue of ocean acidification (OA) (Feely 2009; Figure 1). OA is a harmful consequence of excess carbon dioxide (CO[subscript 2]) in the atmosphere and poses a threat to marine life, both algae and animal. This module seeks to teach and help students master the cross-disciplinary…

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

    Science.gov (United States)

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

    2015-01-01

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

  4. Curriculum Framework (CF) Implementation Conference. Report of the Regional Educational Laboratory Network Program and the National Network of Eisenhower Mathematics and Science Regional Consortia (Hilton Head Island, South Carolina, January 26-27, 1995).

    Science.gov (United States)

    Palmer, Jackie; Powell, Mary Jo

    The Laboratory Network Program and the National Network of Eisenhower Mathematics and Science Regional Consortia, operating as the Curriculum Frameworks Task Force, jointly convened a group of educators involved in implementing state-level mathematics or science curriculum frameworks (CF). The Hilton Head (South Carolina) conference had a dual…

  5. OBIS-USA: Enhancing Ocean Science Outcomes through Data Interoperability and Usability

    Science.gov (United States)

    Goldstein, P.; Fornwall, M.

    2014-12-01

    Commercial and industrial information systems have long built and relied upon standard data formats and transactions. Business processes, analytics, applications, and social networks emerge on top of these standards to create value. Examples of value delivered include operational productivity, analytics that enable growth and profit, and enhanced human communication and creativity for innovation. In science informatics, some research and operational activities operate with only scattered adoption of standards and few of the emergent benefits of interoperability. In-situ biological data management in the marine domain is an exemplar. From the origination of biological occurrence records in surveys, observer programs, monitoring and experimentation, through distribution techniques, to applications, decisions, and management response, marine biological data can be difficult, limited, and costly to integrate because of non-standard and undocumented conditions in the data. While this presentation identifies deficits in marine biological data practices, the presentation also identifies this as a field of opportunity. Standards for biological data and metadata do exist, with growing global adoption and extensibility features. Scientific, economic, and social-value motivations provide incentives to maximize marine science investments. Diverse science communities of national and international scale begin to see benefits of collaborative technologies. OBIS-USA (http://USGS.gov/obis-usa) is a program of the United States Geological Survey. This presentation shows how OBIS-USA directly addresses the opportunity to enhance ocean science outcomes through data infrastructure, including: (1) achieving rapid, economical, and high-quality data capture and data flow, (2) offering technology for data storage and methods for data discovery and quality/suitability evaluation, (3) making data understandable and consistent for application purposes, (4) distributing and integrating data in

  6. 75 FR 4043 - Science Advisory Board; Draft Report of the NOAA Science Advisory Board Oceans and Health Working...

    Science.gov (United States)

    2010-01-26

    ...: January 20, 2010. Mark E. Brown, Chief Financial Officer, Office of Oceanic and Atmospheric Research... decide to entertain: (1) What are NOAA's unique and important scientific roles in addressing ocean health...

  7. Using Virtual Reality to Bring Ocean Science Field Experiences to the Classroom and Beyond

    Science.gov (United States)

    Waite, A. J.; Rosenberg, A.; Frehm, V.; Gravinese, P.; Jackson, J.; Killingsworth, S.; Williams, C.

    2017-12-01

    While still in its infancy, the application of virtual reality (VR) technology to classroom education provides unparalleled opportunities to transport students to otherwise inaccessible localities and increase awareness of and engagement in STEAM fields. Here we share VR programming in development by the ANGARI Foundation, a 501(c)(3) nonprofit committed to advancing ocean science research and education. ANGARI Foundation's series of thematic VR films features the research of ocean scientists from onboard the Foundation's research vessel, R/V ANGARI. The films are developed and produced through an iterative process between expedition scientists, the film production team, and ANGARI staff and Educator Council members. Upon completion of filming, the K-12 and informal educators of ANGARI's Educator Council work with ANGARI staff and affiliated scientists to develop and implement standards-aligned (e.g. Next Generation Science Standards and International Baccalaureate) lesson plans for the classroom. The goal of ANGARI Foundation's VR films is to immerse broad audiences in the marine environment, while actively engaging them in the at-sea scientific methods of expert scientists, ultimately increasing knowledge of our oceans and promoting their conservation. The foundation's VR films and developed lessons are made available for free to the public via YouTube and www.ANGARI.org. While South Florida educators may request that ANGARI Foundation visit their classrooms and bring the necessary headsets to run the experience, the Foundation is also partnering with VR hardware companies to facilitate the acquisition and adoption of VR headsets by schools in the U.S. and abroad. In this presentation we will share our most recent VR film that highlights coral reef ecosystems and the Florida Reef Tract, taking an interdisciplinary approach to investigating how it has changed over time and the issues and opportunities it currently faces. We will also discuss classroom

  8. Using Evolution as a Context for Teaching the Nature of Science to Diverse Student Populations: A High School Unit of Curriculum

    Science.gov (United States)

    Metcalfe, Angela C.

    Teaching evolution provides teachers with the opportunity to educate students on how science aims to understand the natural world. Rooted in research, the purpose of this project was to create NGSS-aligned curriculum focused on teaching the nature of science (NOS) within the context of biological evolution. Field testing and review of the unit resulted in revisions aimed at creating more comprehensive teacher resource materials and explicit inclusion of NOS. Emphasizing NOS in curriculum development and teaching scientific qualities through an evolutionary context has taken the focus off belief or disbelief, keeping the attention on the scientific concept at hand. Designing curriculum around compelling subject matter and embracing student-led learning increased and maintained student interest in the classroom. Implementation of this curriculum not only requires the teacher to be knowledgeable in conventional educational pedagogy, but also the subjects of NGSS and NOS. Additional training and support centered around NGSS is recommended for science educators interested in integrating NOS into their curriculum and instruction.

  9. Providing context for a medical school basic science curriculum: The importance of the humanities.

    Science.gov (United States)

    Thompson, Britta M; Vannatta, Jerry B; Scobey, Laura E; Fergeson, Mark; Humanities Research Group; Crow, Sheila M

    2016-01-01

    To increase students' understanding of what it means to be a physician and engage in the everyday practice of medicine, a humanities program was implemented into the preclinical curriculum of the medical school curriculum. The purpose of our study was to determine how medical students' views of being a doctor evolved after participating in a required humanities course. Medical students completing a 16-clock hour humanities course from 10 courses were asked to respond to an open-ended reflection question regarding changes, if any, of their views of being a doctor. The constant comparative method was used for coding; triangulation and a variety of techniques were used to provide evidence of validity of the analysis. A majority of first- and second-year medical students (rr = 70%) replied, resulting in 100 pages of text. A meta-theme of Contextualizing the Purpose of Medicine and three subthemes: the importance of Treating Patients Rather than a Disease, Understanding Observation Skills are Important, and Recognizing that Doctors are Fallible emerged from the data. Results suggest that requiring humanities as part of the required preclinical curriculum can have a positive influence on medical students and act as a bridge to contextualize the purpose of medicine.

  10. Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach.

    Science.gov (United States)

    Dubois, Eline Agnès; Franson, Kari Lanette

    2009-09-01

    Basic sciences can be integrated into the medical school curriculum via e-learning. The process of integrating a basic science in this manner resembles a curricular change. The change usually begins with an idea for using e-learning to teach a basic science and establishing the need for the innovation. In the planning phase, learning outcomes are formulated and a prototype of the program is developed based on the desired requirements. A realistic concept is formed after considering the limitations of the current institute. Next, a project team is assembled to develop the program and plan its integration. Incorporation of the e-learning program is facilitated by a well-developed and communicated integration plan. Various course coordinators are contacted to determine content of the e-learning program as well as establish assessment. Linking the e-learning program to existing course activities and thereby applying the basic science into the clinical context enhances the degree of integration. The success of the integration is demonstrated by a positive assessment of the program including favourable cost-benefit analysis and improved student performance. Lastly, when the program becomes institutionalised, continuously updating content and technology (when appropriate), and evaluating the integration contribute to the prolonged survival of the e-learning program.

  11. Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

    Science.gov (United States)

    Ulmer, Jonathan D.; Velez, Jonathan J.; Lambert, Misty D.; Thompson, Greg W.; Burris, Scott; Witt, Phillip A.

    2013-01-01

    This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments…

  12. Science in the Maori-Medium Curriculum: Assessment of Policy Outcomes in Putaiao Education

    Science.gov (United States)

    Stewart, Georgina

    2011-01-01

    This second research paper on science education in Maori-medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Maori. In…

  13. Report on Workshop "Planning of Future Science in the Polar Ocean Study with Cooperation among Study Groups"

    Directory of Open Access Journals (Sweden)

    Mitsuo Fukuchi

    2001-03-01

    Full Text Available A workshop on "Planning of Future Science in the Polar Ocean Study with Cooperation among Study Groups" was held on November 1,2000,at the National Institute of Polar Research with 21 participants. In this workshop, a plan to charter a research vessel other than "Shirase" was introduced and a science plan using the chartered research vessel by 43rd Japanese Antarctic Research Expedition was discussed. This study is going to be conducted in the sea ice area around 140-150°E in mid-summer (February 2002, when biological production becomes active in the Antarctic Ocean. Oceanographic observations using "Shirase" are difficult to conduct in this season since she supports a wide range of summer operations around Syowa Station. The relationships between biological production and greenhouse effect gas production and the vertical transport of organic materials from the surface to deep ocean will be the focus of this study. At this stage, one deputy leader and three members of JARE, and 25-26 other scientists including graduate students and foreign scientists, will participate in the field observations using the chartered vessel. The members of JARE will conduct a project science program of the VI Phase of JARE, while the other participants will do part of the science program "Antarctic Ocean in Earth System". Since further observations for several years after the summer of 2002 will be required to understand the role of the Antarctic Ocean in global climate change, we have applied for a Grant-in-Aid for Scientific Research for the next project, which will start from 2001,to the Ministry of Education, Science, Sports and Culture of Japan. The proposal was discussed in detail in this workshop.

  14. Exploring Ivorian perspectives on the effectiveness of the current Ivorian science curriculum in addressing issues related to HIV/AIDS

    Science.gov (United States)

    Ado, Gustave Firmin

    School-based HIV/AIDS science education has the potential to impact students when integrated into the science curriculum. However, this mixed method study shows that school-based HIV/AIDS science education is often not infused into career subjects such as science education but integrated into civics education and taught by teachers who lack the skills, knowledge, and the training in the delivery of effective school HIV/AIDS education. Since science is where biological events take place, it is suggested that HIV/AIDS science merits being taught in the science education classroom. This study took place in nine public middle schools within two school districts in Abidjan, Ivory Coast, one major urban city in the southern region. The study utilized triangulation of multiple data sources---both qualitative and quantitative. To substantiate the claims made in this study, a range of qualitative methods such as field notes and individual interviews with 39 teachers, 63 sixth grade students, 8 school administrators, and 20 community elders were used. For the quantitative portion 140 teachers and 3510 sixth grade students were surveyed. The findings from the study prioritize science education that includes HIV/AIDS science education for all, with emphasis on HIV/AIDS prevention in Ivory Coast. The factors that influence the implementation of HIV/AIDS curricula within the Ivorian sixth grade classrooms are discussed. Interview and survey data from students, teachers, school administrators, and community elders indicate that in the Ivorian school setting, "gerontocratic" cultural influences, religious beliefs, personal cultural beliefs, and time spent toward the discourse on HIV/AIDS have led to HIV/AIDS education that is often insufficient to change either misconceptions about HIV/AIDS or risky practices. It was also found that approaches to teaching HIV/AIDS does not connect with youth cultures. By reframing and integrating current HIV/AIDS curricula into the science

  15. A Project to Develop an Associate of Science Degree Curriculum in Renewable Energy Resources and Applications in Agriculture. Final Report, July 1, 1980-June 30, 1981.

    Science.gov (United States)

    Allen, Keith; Fielding, Marvin R.

    A project was conducted at State Fair Community College (SFCC) in Sedalia, Missouri, to develop an associate of science degree curriculum in renewable energy resources and their application in agriculture. A pilot study, designed to verify and rate the importance of 138 competencies in fuel alcohol production and to ascertain employment…

  16. Gender Effects on Curriculum Elements Based on Mathematics and Science and Technology Teachers' Opinions: A Meta-Analysis for Turkish Studies

    Science.gov (United States)

    Küçüktepe, Seval Eminoglu; Yildiz, Nilgün

    2016-01-01

    The purpose of this study is to investigate the gender effect on elementary mathematics and science and technology teachers' opinions regarding curriculum elements which are objectives, content, learning situation and evaluation. Meta-analysis was used in order to analyze data. Two articles, 11 master and one doctorate thesis which were conducted…

  17. The Pennsylvania Academy for the Profession of Teaching; Rural Fellowship Program: A Science Curriculum Development Partnership. Project "Prepare Them for the Future."

    Science.gov (United States)

    Beisel, Raymond W.

    This report describes development of the "Prepare Them for the Future" project, a K-3 activity-oriented science curriculum. The program, funded through two grants, was driven by the need to boost the distressed labor-based economy in rural western Pennsylvania. Data showed a drop of 1,100 coal-mining jobs between 1980 and 1986 in Indiana…

  18. Data Science Programs in U.S. Higher Education: An Exploratory Content Analysis of Program Description, Curriculum Structure, and Course Focus

    Science.gov (United States)

    Tang, Rong; Sae-Lim, Watinee

    2016-01-01

    In this study, an exploratory content analysis of 30 randomly selected Data Science (DS) programs from eight disciplines revealed significant gaps in current DS education in the United States. The analysis centers on linguistic patterns of program descriptions, curriculum requirements, and DS course focus as pertaining to key skills and domain…

  19. Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture

    NARCIS (Netherlands)

    Vu Thu Hang, N.; Bulte, A.M.W.; Pilot, A.

    2017-01-01

    This paper describes the perception of a social constructivist approach to teaching and learning among Vietnamese teachers in a Confucian heritage culture and the changes these teachers undergo through their interaction with a new science curriculum that was designed culturally appropriate. A

  20. The Rise and Fall of the Social Science Curriculum Project in Iceland, 1974-1984: Reflections on Reason and Power in Educational Progress.

    Science.gov (United States)

    Edelstein, Wolfgang

    1987-01-01

    Examines the demise of the Icelandic Social Science Curriculum Project (SSCP) as an example of progressive educational reform thwarted by neofundamentalist ideologies. States that the paper goes beyond Jerome Bruner's 1984 account of the rise and fall of "Man: A Course of Study" to provide a deeper analysis of the politics of…

  1. Managing ocean information in the digital era--events in Canada open questions about the role of marine science libraries.

    Science.gov (United States)

    Wells, Peter G

    2014-06-15

    Information is the foundation of evidence-based policies for effective marine environmental protection and conservation. In Canada, the cutback of marine science libraries introduces key questions about the role of such institutions and the management of ocean information in the digital age. How vital are such libraries in the mission of studying and protecting the oceans? What is the fate and value of the massive grey literature holdings, including archival materials, much of which is not in digital form but which often contains vital data? How important is this literature generally in the marine environmental sciences? Are we likely to forget the history of the marine pollution field if our digital focus eclipses the need for and access to comprehensive collections and skilled information specialists? This paper explores these and other questions against the backdrop of unprecedented changes in the federal libraries, marine environmental science and legislation in Canada. Copyright © 2014 The Author. Published by Elsevier Ltd.. All rights reserved.

  2. Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum

    DEFF Research Database (Denmark)

    Johannsen, Bjørn Friis; Rump, Camilla Østerberg

    Studies of attrition in science education show that students who leave are often extrinsically motivated, whereas students who stay are often intrinsically motivated. Furthermore, students (in Scandinavia) tend to use an introvert discourse when explaining their motives for leaving. A longitudinal...... study of 26 first year students of physics, who were interviewed on two to seven occasions over a year, show that even the intrinsically motivated students struggle with their studies. They experience a pressure for using a surface approach to studying, which they find inappropriate. Although students...... use an introspective discourse, analysis of interviews show that they experience a conflict between their intrinsic interest in physics and the curriculum. This can be interpreted as a problem with the didactical transposition; the ‘physics taught’ is too distant from ‘research physics’....

  3. Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

    Science.gov (United States)

    Clarke, H. David; Horton, Jonathan L.

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors’ courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers’ field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students’ knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules’ assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. PMID:25185223

  4. The Ocean in Depth - Ideas for Using Marine Technology in Science Communication

    Science.gov (United States)

    Gerdes, A.

    2009-04-01

    By deploying camera and video systems on remotely operated diving vehicles (ROVs), new and fascinating insights concerning the functioning of deep ocean ecosystems like cold-water coral reef communities can be gained. Moreover, mapping hot vents at mid-ocean ridge locations, and exploring asphalt and mud volcanoes in the Gulf of Mexico and the Mediterranean Sea with the aid of video camera systems have illustrated the scientific value of state-of-the-art diving tools. In principle, the deployment of sophisticated marine technology on seagoing expeditions and their results - video tapes and photographs of fascinating submarine environments, publication of new scientific findings - offer unique opportunities for communicating marine sciences. Experience shows that an interest in marine technology can easily be stirred in laypersons if the deployment of underwater vehicles such as ROVs during seagoing expeditions can be presented using catchwords like "discovery", "new frontier", groundbreaking mission", etc. On the other hand, however, a number of restrictions and challenges have to be kept in mind. Communicating marine science in general, and the achievements of marine technology in particular, can only be successful with the application of a well-defined target-audience concept. While national and international TV stations and production companies are very much interested in using high quality underwater video footage, the involvement of journalists and camera teams in seagoing expeditions entails a number a challenges: berths onboard research vessels are limited; safety aspects have to be considered; copyright and utilisation questions of digitalized video and photo material has to be handled with special care. To cite one example: on-board video material produced by professional TV teams cannot be used by the research institute that operated the expedition. This presentation aims at (1)informing members of the scientific community about new opportunities related

  5. The Gulf of Mexico Coastal Ocean Observing System: A Gulf Science Portal

    Science.gov (United States)

    Howard, M.; Gayanilo, F.; Kobara, S.; Jochens, A. E.

    2013-12-01

    The Gulf of Mexico Coastal Ocean Observing System's (GCOOS) regional science portal (gcoos.org) was designed to aggregate data and model output from distributed providers and to offer these, and derived products, through a single access point in standardized ways to a diverse set of users. The portal evolved under the NOAA-led U.S. Integrated Ocean Observing System (IOOS) program where automated largely-unattended machine-to-machine interoperability has always been a guiding tenet for system design. The web portal has a business unit where membership lists, new items, and reference materials are kept, a data portal where near real-time and historical data are held and served, and a products portal where data are fused into products tailored for specific or general stakeholder groups. The staff includes a system architect who built and maintains the data portal, a GIS expert who built and maintains the current product portal, the executive director who marshals resources to keep news items fresh and data manger who manages most of this. The business portal is built using WordPress which was selected because it appeared to be the easiest content management system for non-web programmers to add content to, maintain and enhance. The data portal is custom built and uses database, PHP, and web services based on Open Geospatial Consortium standards-based Sensor Observation Service (SOS) with Observations and Measurements (O&M) encodings. We employ a standards-based vocabulary, which we helped develop, which is registered at the Marine Metadata Interoperability Ontology Registry and Repository (http://mmisw.org). The registry is currently maintained by one of the authors. Products appearing in the products portal are primarily constructed using ESRI software by a Ph.D. level Geographer. Some products were built with other software, generally by graduate students over the years. We have been sensitive to the private sector when deciding which products to produce. While

  6. An educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

    Science.gov (United States)

    Brunsell, Eric Steven

    An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.

  7. Partner-built ecosystem science - The National Ocean Partnership Program as a builder of EBM Tools and Data

    Science.gov (United States)

    Hoffman, P. L.; Green, R. E.; Kohanowich, K. M.

    2016-12-01

    The National Ocean Partnership Program (NOPP) was created in 1997 by federal public law to identify "and carry out partnerships among federal agencies, academia, industry, and other members of the oceanographic scientific community in the areas of data, resources, education, and communications." Since that time, numerous federal agencies have pooled talent, funding, and scientific resources (e.g. ships, aircraft, remote sensors and computing capability) to address pressing ocean science needs which no one entity can manage alone. In this presentation, we will address the ways the National Ocean Policy identifies ecosystem-based management (EBM) as a foundation for providing sound science-based and adaptable management to maintain the health, productivity, and resilience of U.S. ocean, coastal, and Great Lakes ecosystems. Because EBM is an important approach for efficient and effective interagency, multi-jurisdictional, and cross-sectoral marine planning and management, ocean science partnerships such as those provided by NOPP create a pool of regionally-pertinent, nationally-available data from which EBM decision makers can draw to address critical management issues. Specifically, we will provide examples drawn from the last five years of funding to illustrate how the NOPP process works, how it is managed by a federal Interagency Working Group (IWG-OP), and how EBM practitioners can both partner with others through the NOPP and offer guidance on the implementation of projects beneficial to the regional needs of the EBM community. Projects to be discussed have been carried out under the following themes: Arctic Cumulative Impacts: Marine Arctic Ecosystem Study (MARES) - Ecosystem Dynamics and Monitoring of the Beaufort Sea: An Integrated Science Approach. Biodiversity Indicators: Demonstration of a U.S. Marine Biodiversity Observation Network (Marine BON) Long-Term Observations: Coordinated Regional Efforts That Further the U.S. Integrated Ocean Observing System

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

    Science.gov (United States)

    Dittrich, T. M.

    2015-12-01

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

  9. Correlation Educational Model in Primary Education Curriculum of Mathematics and Computer Science

    Science.gov (United States)

    Macinko Kovac, Maja; Eret, Lidija

    2012-01-01

    This article gives insight into methodical correlation model of teaching mathematics and computer science. The model shows the way in which the related areas of computer science and mathematics can be supplemented, if it transforms the way of teaching and creates a "joint" lessons. Various didactic materials are designed, in which all…

  10. A Longitudinal Study of a 5th Grade Science Curriculum Based on the 5E Model

    Science.gov (United States)

    Scott, Timothy P.; Schroeder, Carolyn; Tolson, Homer; Huang, Tse-Yang; Williams, Omah M.

    2014-01-01

    The Center for Mathematics and Science Education at Texas A&M University contracted with Region 4 Education Service Center (ESC) and a large, diverse school district to conduct a longitudinal study from 2005-2009. The state achievement test scores of 5th graders who were taught using a Grade 5 science textbook designed by Region 4 ESC were…

  11. A Curriculum Framework for Geographical Information Science (GISc) Training at South African Universities

    Science.gov (United States)

    du Plessis, H.; van Niekerk, A.

    2012-01-01

    Geographical information science (GISc) is one of the fastest growing industries worldwide. Being a relatively new discipline, universities often provide training as part of geography, surveying, town planning, environmental and computer science programmes. This complicates professional accreditation assessments as the content, outcomes, extent…

  12. Identifying the Factors Leading to Success: How an Innovative Science Curriculum Cultivates Student Motivation

    Science.gov (United States)

    Scogin, Stephen C.

    2016-01-01

    "PlantingScience" is an award-winning program recognized for its innovation and use of computer-supported scientist mentoring. Science learners work on inquiry-based experiments in their classrooms and communicate asynchronously with practicing plant scientist-mentors about the projects. The purpose of this study was to identify specific…

  13. A Portable Bioinformatics Course for Upper-Division Undergraduate Curriculum in Sciences

    Science.gov (United States)

    Floraino, Wely B.

    2008-01-01

    This article discusses the challenges that bioinformatics education is facing and describes a bioinformatics course that is successfully taught at the California State Polytechnic University, Pomona, to the fourth year undergraduate students in biological sciences, chemistry, and computer science. Information on lecture and computer practice…

  14. Three Simple Hands-On Soil Exercises Extension Professionals Can Incorporate into Natural Sciences Curriculum

    Science.gov (United States)

    Kleinschmidt, Andy

    2011-01-01

    The importance of healthy soil and of conveying the importance of soils starts by conveying a few basic concepts of soil science cannot be overstated. This article provides three hands-on exercises Extension professionals can add to natural resources or Master Gardener education curricula. These natural sciences exercises are easy to prepare for…

  15. Collaborative Curriculum Design to Increase Science Teaching Self-Efficacy: A Case Study

    NARCIS (Netherlands)

    Velthuis, C.H.; Fisser, Petra; Pieters, Julius Marie

    2015-01-01

    The purpose of this study was to establish whether participation in a teacher design team (TDT) is an effective way to increase the science teaching self-efficacy of primary school teachers who vary in their levels of experience and interest in science. A TDT is a group of at least 2 teachers from

  16. Collaborative Curriculum Design to Increase Science Teaching Self-Efficacy: A Case Study

    Science.gov (United States)

    Velthuis, Chantal; Fisser, Petra; Pieters, Jules

    2015-01-01

    The purpose of this study was to establish whether participation in a teacher design team (TDT) is an effective way to increase the science teaching self-efficacy of primary school teachers who vary in their levels of experience and interest in science. A TDT is a group of at least 2 teachers from the same or related subjects working together to…

  17. Effect of an Exercise and Weight Control Curriculum: Views of Obesity among Exercise Science Students

    Science.gov (United States)

    Richardson, Laura A.; Fister, Carrie L.; Ramlo, Susan E.

    2015-01-01

    Awareness of effective weight management strategies is necessary to prepare exercise science students for future work with obesity. Exercise science faculty members developed a course related to exercise as a therapeutic tool and options available for weight loss. The purpose of the present study was to investigate student views of weight…

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

    Science.gov (United States)

    Gaydosh, Ronald; And Others

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

  19. The Content Analysis, Material Presentation, and Readability of Curriculum 2013 Science Textbook for 1st Semester of Junior High School 7th Grade

    Directory of Open Access Journals (Sweden)

    Endik Deni Nugroho

    2017-07-01

    Full Text Available Based on the early observation by researchers of the two Science textbooks 7thGrade about biological material, 1stand 2ndsemester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.

  20. A Hurricane Hits Home: An Interactive Science Museum Exhibit on Ocean Mapping and Marine Debris

    Science.gov (United States)

    Butkiewicz, T.; Vasta, D. J.; Gager, N. C.; Fruth, B. W.; LeClair, J.

    2016-12-01

    As part of the outreach component for a project involving the detection and analysis of marine debris generated by Super Storm Sandy, The Center for Coastal and Ocean Mapping / Joint Hydrographic Center partnered with The Seacoast Science Center to develop an interactive museum exhibit that engages the public with a touchscreen based game revolving around the detection and identification of marine debris. "A Hurricane Hits Home" is a multi-station touchscreen exhibit geared towards children, and integrates a portion of a historical wooden shipwreck into its physical design. The game invites museum guests to examine a number of coastal regions and harbors in Sandy affected areas. It teaches visitors about modern mapping technology by having them control boats with multibeam sonars and airplanes with lidar sensors. They drag these vehicles around maps to reveal the underlying bathymetry below the satellite photos. They learn the applications and limitations of sonar and lidar by where the vehicles can and cannot collect survey data (e.g. lidar doesn't work in deep water, and the boat can't go in shallow areas). As users collect bathymetry data, they occasionally reveal marine debris objects on the seafloor. Once all the debris objects in a level have been located, the game challenges them to identify them based on their appearance in the bathymetry data. They must compare the simulated bathymetry images of the debris targets to photos of possible objects, and choose the correct matches to achieve a high score. The exhibit opened January 2016 at the Seacoast Science Center in Rye, NH.

  1. Reaching out in new Ways: Bridging the gap Between Science and Media Through the National Oceanic and Atmospheric Administration's Office of Ocean Exploration

    Science.gov (United States)

    Gorell, F. R.; Martinez, C.

    2006-12-01

    NOAA's Office of Ocean Exploration (OE) was created in response to the recommendations of the President's Panel on Ocean Exploration in 2000. With the establishment of OE, NOAA developed a great opportunity to reach out to teachers, students, and the general public to share the excitement of discovery. As exciting expeditions are the core of our NOAA program, outreach efforts are focused around these cruises. Through various initiatives, OE works with the science community to share the excitement of ocean science and discovery with a wide variety of audiences. Initiatives include media events held during port calls, media conference calls arranged with scientists at sea, journalists' participation in expeditions, and select interviews with scientist-explorers. NOAA OE is now poised to initiate a major ongoing satellite-based education and public outreach program from its new dedicated research vessel, the Okeanos Explorer that will become operational in 2008. Through telepresence technology designed by the Institute for Exploration (IFE) in Mystic, CT, expeditions can be managed `virtually' by scientists working from Science Command Centers on land, live education broadcasts can be produced in real-time, and media events can be held through shore-based consoles connected to scientists at sea. Three pilot programs were successfully completed in the past few years demonstrating the potential for this new technology to allow for unlimited access to data, including video, from expeditions, sharing in real-time the excitement of discovery through multiple virtual pathways. News media provide a powerful means to inform and educate the public. In some cases, scientists may believe that interaction with media representatives poses risks unmatched by rewards. While it is important to serve the public's right to know, scientist-explorers on NOAA-sponsored ocean expeditions have a recognized interest in protecting certain data, including images, for a number of legitimate

  2. Engineering the curriculum: Towards an adaptive curriculum

    Science.gov (United States)

    Johns-Boast, Lynette Frances

    The curriculum is one of the most important artefacts produced by higher education institutions, yet it is one of the least studied. Additionally, little is known about the decision-making of academics when designing and developing their curricula, nor how they make use of them. This research investigates how 22 Australian higher education engineering, software engineering, computer science, and information systems academics conceive of curriculum, what approaches they take when designing, and developing course and program curricula, and what use they make of the curriculum. It also considers the implications of these conceptions and behaviour upon their curricula. Data were collected through a series of one-to-one, in-depth, qualitative interviews as well as small focus group sessions and were analysed following Charmaz’ (2006) approach to grounded theory. In this thesis, I argue that the development of curricula for new higher degree programs and courses and / or the updating and innovating of an existing curriculum is a design problem. I also argue that curriculum is a complex adaptive system. Surrounding the design and development of a curriculum is a process of design that leads to the creation of a designed object - the official-curriculum. The official-curriculum provides the guiding principles for its implementation, which involves the design and development of the curriculum-in-use, its delivery, and evaluation. Data show that while the participants conceive of curriculum as a problem of design involving a design process leading to the development of the official-curriculum, surprisingly, their behaviour does not match their conceptions. Over a very short period, their behaviour leads to a process I have called curriculum drift where the official-curriculum and the curriculum-in-use drift away from each other causing the curriculum to lose its integrity. Curricular integrity is characterised through the attributes of alignment, coherence, and

  3. Effects of a research-infused botanical curriculum on undergraduates' content knowledge, STEM competencies, and attitudes toward plant sciences.

    Science.gov (United States)

    Ward, Jennifer Rhode; Clarke, H David; Horton, Jonathan L

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers' field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students' knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules' assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. © 2014 J. R. Ward et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http

  4. Why not just Google it? An assessment of information literacy skills in a biomedical science curriculum

    Directory of Open Access Journals (Sweden)

    Stewart Tanis

    2011-04-01

    Full Text Available Abstract Background Few issues in higher education are as fundamental as the ability to search for, evaluate, and synthesize information. The need to develop information literacy, the process of finding, retrieving, organizing, and evaluating the ever-expanding collection of online information, has precipitated the need for training in skill-based competencies in higher education, as well as medical and dental education. Methods The current study evaluated the information literacy skills of first-year dental students, consisting of two, consecutive dental student cohorts (n = 160. An assignment designed to evaluate information literacy skills was conducted. In addition, a survey of student online search engine or database preferences was conducted to identify any significant associations. Subsequently, an intervention was developed, based upon the results of the assessment and survey, to address any deficiencies in information literacy. Results Nearly half of students (n = 70/160 or 43% missed one or more question components that required finding an evidence-based citation. Analysis of the survey revealed a significantly higher percentage of students who provided incorrect responses (n = 53/70 or 75.7% reported using Google as their preferred online search method (p Conclusions This study confirmed that information literacy among this student population was lacking and that integration of modules within the curriculum can help students to filter and establish the quality of online information, a critical component in the training of new health care professionals. Furthermore, incorporation of these modules early in the curriculum may be of significant value to other dental, medical, health care, and professional schools with similar goals of incorporating the evidence base into teaching and learning activities.

  5. Re-visioning Curriculum and Pedagogy in a University Science and ...

    African Journals Online (AJOL)

    Southern African Journal of Environmental Education, Vol. 32, 2016 ... prosperous Africa based on inclusive growth and sustainable development where people have ..... real world science and technology investigations into classrooms.

  6. Classroom Environment in the Implementation of an Innovative Curriculum Project in Science Education.

    Science.gov (United States)

    Suarez, Mercedes; Pias, Rosa; Membiela, Pedro; Dapia, Dolores

    1998-01-01

    Analyzes the perceptions of students, teachers, and external observers in order to study the influence of classroom environment on the implementation of an innovative project in science education. Contains 33 references. (DDR)

  7. The management of grey literature as a component of a library and information science curriculum

    OpenAIRE

    Aina, L. Olatokunbo (University of Botswana); GreyNet, Grey Literature Network Service

    1998-01-01

    A citation analysis of a sample of publications appearing in journals published in Africa in 1995 was carried out. The citation covered major disciplines in sciences, humanities, education, social sciences and librarianship. The study reveals that grey literature (GL) is used by researchers across the disciplines. Given the importance of GL to researchers in Africa, as well as the pervasive role internet can play in providing access to GL, a case is made for teaching the "management of GL " i...

  8. GLOBE Atmosphere and AMS Diversity Program Content to Foster Weather and Climate Science Awareness at HBCUs: A Curriculum Enhancement Model

    Science.gov (United States)

    Padgett, D.

    2017-12-01

    Tennessee State University (TSU) is a member of the "Global Learning and Observations to Benefit the Environment (GLOBE) Mission Earth" project. The World Regional Geography (GEOG 1010/1020) courses are required for Education majors. Pre-service teachers must complete several exercises to be certified in the GLOBE Atmosphere Protocols. The pre-service teachers are required to develop GLOBE-based lessons to high school students. The exercise theme is "Exploring the Impacts of Urban Heat Islands (UHI) using Geospatial Technology." Surface temperature, ambient air temperature, and cloud cover data are collected. Sample point locations are logged using Garmin GPS receivers and then mapped using ArcGIS Online (http://arcg.is/1oiD379). The service learning outreach associated with this experience requires collegians to thoroughly understand the physical, social, and health science content associated with UHIs and then impart the information to younger learners. The precollegiate students are motivated due to their closeness in age and social context to the college students. All of the students have the advantage of engaging in hands-on problem-based learning of complex meteorology, climate science, and geospatial technology concepts. The optimal result is to have pre-service teachers enroll in the Weather and Climate (GEOG 3500) course, which is supported by the American Meteorological Society (AMS) Weather and Climate Studies Curriculum. Tennessee State University faculty have completed training to deliver the curriculum through the AMS Diversity Program. The AMS Weather Studies and Climate Studies programs have been institutionalized at Tennessee State University (TSU) since fall 2005. Approximately 250 undergraduate students have been exposed to the interactive AMS learning materials over the past 10-plus years. Non-STEM, and education majors are stimulated by the real-time course content and are encouraged to think critically about atmospheric systems science, and

  9. International student exchange and the medical curriculum: evaluation of a medical sciences translational physiology course in Brazil.

    Science.gov (United States)

    Morris, Mariana; Jones, T David; Rocha, Maria Jose Alves; Fazan, Rubens; Chapleau, Mark W; Salgado, Helio C; Johnson, Alan Kim; Irigoyen, Maria Claudia; Michelini, Lisete C; Goldstein, David L

    2006-09-01

    The objective of the present study was to conduct a short-term international course on translational physiology for medical students from Wright State University and the University of Iowa. The goals were to 1) provide students with an exposure to the academic, cultural, and medical environments in Brazil; 2) promote awareness of the global medical community; and 3) provide an academic course focused on translational physiology. An evaluation of the students was conducted to determine whether such a short-term course might be useful in the medical curriculum. The 2-wk course was held in the summer of 2005 at the University of São Paulo School of Medicine in Ribeirão Preto, Brazil, for 23 American students. The program included presentations of basic and clinical topics, meetings with medical students, and clinical presentations. The program finished with student attendance at a scientific meeting sponsored by the Brazilian Society of Hypertension. Student surveys evaluated issues related to perceived treatment, Brazilian medical school environment, culture and personal attributes, and career aspirations. The international Medical Sciences Translational Physiology course for medical students provided a brief, but intense, experience. It gave students a picture of the medical environment in Brazil and an appreciation for the differences and similarities in cultures. Most students reported that it was a positive experience that would be beneficial to their careers. In conclusion, a short-term international course provides an efficient means for medical students to experience aspects of global medical science.

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

    Science.gov (United States)

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

    2018-01-01

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

  11. An open source approach to enable the reproducibility of scientific workflows in the ocean sciences

    Science.gov (United States)

    Di Stefano, M.; Fox, P. A.; West, P.; Hare, J. A.; Maffei, A. R.

    2013-12-01

    Every scientist should be able to rerun data analyses conducted by his or her team and regenerate the figures in a paper. However, all too often the correct version of a script goes missing, or the original raw data is filtered by hand and the filtering process is undocumented, or there is lack of collaboration and communication among scientists working in a team. Here we present 3 different use cases in ocean sciences in which end-to-end workflows are tracked. The main tool that is deployed to address these use cases is based on a web application (IPython Notebook) that provides the ability to work on very diverse and heterogeneous data and information sources, providing an effective way to share the and track changes to source code used to generate data products and associated metadata, as well as to track the overall workflow provenance to allow versioned reproducibility of a data product. Use cases selected for this work are: 1) A partial reproduction of the Ecosystem Status Report (ESR) for the Northeast U.S. Continental Shelf Large Marine Ecosystem. Our goal with this use case is to enable not just the traceability but also the reproducibility of this biannual report, keeping track of all the processes behind the generation and validation of time-series and spatial data and information products. An end-to-end workflow with code versioning is developed so that indicators in the report may be traced back to the source datasets. 2) Realtime generation of web pages to be able to visualize one of the environmental indicators from the Ecosystem Advisory for the Northeast Shelf Large Marine Ecosystem web site. 3) Data and visualization integration for ocean climate forecasting. In this use case, we focus on a workflow to describe how to provide access to online data sources in the NetCDF format and other model data, and make use of multicore processing to generate video animation from time series of gridded data. For each use case we show how complete workflows

  12. Charting the Course for Ocean Science in the United States for the Next Decade: An Ocean Research Priorities Plan and Implementation Strategy

    National Research Council Canada - National Science Library

    2007-01-01

    .... Understanding society's impact on the ocean and the ocean's impact on society forms the basis for ensuring a clean, healthy, and stable ocean environment that can be responsibly used and enjoyed for generations to come...

  13. The Process of Becoming an Embedded Curriculum Librarian in Multiple Health Sciences Programs.

    Science.gov (United States)

    Wilson, Gwen

    2015-01-01

    Higher education is moving to offer more fully online programs, and the health science fields are no different. These programs are either hybrid or completely online. It is up to the health sciences librarian to adapt services offered by the academic library to these types of courses. This column discusses the multiple ways a librarian can be an embedded librarian in a course using a learning management system (LMS). The process of creating a customized embedded librarian program, results, and lessons learned from the different embedded librarian roles are also discussed.

  14. Into the Curriculum. Art: Pueblo Storyteller Figures [and] Physical Education: Games That Rely on Feet [and] Reading/Language Arts: Movie Reviews [and] Reading/Language Arts: Reader's Choice [and] Science: Float or Sink [and] Social Studies: Buildings and Designs.

    Science.gov (United States)

    Crane, Jean; Rains, Annette

    1996-01-01

    Presents six curriculum guides for art, physical education, reading/language arts, science, and social studies. Each guide identifies library media skills objectives; curriculum objectives; grade levels; print and nonprint resources; instructional roles; the activity; and procedures for completion, evaluation, and follow-up activities. (AEF)

  15. THE EFFECTS OF ELECTIVE COURSE DESIGNED WITH DIFFERENT CONTENTS ON PRE-SERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS AND KNOWLEDGE ABOUT ORGANIZING CURRICULUM BASED FIELD TRIPS

    Directory of Open Access Journals (Sweden)

    Aykut Emre Bozdoğan

    2018-06-01

    Full Text Available This research examined the effect of a course designed with different content on pre-service science teachers’ self-efficacy beliefs and knowledge about organizing curriculum-based trips. A pre-test post-test quasi experimental design was used in the research. One-hundred and thirty pre-service science teachers participated in the research. The research was carried out within the context of an elective course called “Informal Learning Environments in Science Education” and was conducted over 14 weeks in total for two hours per week. The research data were obtained by means of a questionnaire, self–efficacy scale for designing curriculum-based field trips (CFTSES and semi-structured focus-group interviews. As a result of the research, it was found that the course content which included in-class and out-of-school setting practices in the 3rd group was the most effective. This was followed by the 2nd group which included only in-class implementations. The first group which was supported with visuals and theoretical related presented information was the group which was the least effected. The results of the research revealed that pre-service science teachers had mainly different concerns about safety, but that this did not deter them, as they still continued to design curriculum-based field trips for learners.

  16. Mi-STAR Unit Challenges serve as a model for integrating earth science and systems thinking in a Next Generation Science Standards (NGSS) aligned curriculum.

    Science.gov (United States)

    Gochis, E. E.; Tubman, S.; Matthys, T.; Bluth, G.; Oppliger, D.; Danhoff, B.; Huntoon, J. E.

    2017-12-01

    Michigan Science Teaching and Assessment Reform (Mi-STAR) is developing an NGSS-aligned middle school curriculum and associated teacher professional learning program in which science is taught and learned as an integrated body of knowledge that can be applied to address societal issues. With the generous support of the Herbert H. and Grace A. Dow Foundation, Mi-STAR has released several pilot-tested units through the Mi-STAR curriculum portal at mi-star.mtu.edu. Each of these units focuses on an ongoing `Unit Challenge' investigation that integrates STEM content across disciplinary boundaries, stimulates interest, and engages students in using scientific practices to address 21st century challenges. Each Mi-STAR unit is connected to a Unifying NGSS Crosscutting Concept (CCC) that allows students to recognize the concepts that are related to the phenomena or problems under investigation. In the 6th grade, students begin with an exploration of the CCC Systems and System Models. Through repeated applications across units, students refine their understanding of what a system is and how to model a complex Earth system. An example 6th grade unit entitled "Water on the Move: The Water Cycle," provides an example of how Mi-STAR approaches the use of Unifying CCCs and Unit Challenges to enhance middle school students' understanding of the interconnections of Earth system processes and human activities. Throughout the unit, students use a series of hands-on explorations and simulations to explore the hydrologic cycle and how human activity can alter Earth systems. Students develop new knowledge through repeated interactions with the Unit Challenge, which requires development of system models and construction of evidence-based arguments related to flooding problems in a local community. Students have the opportunity to make predictions about how proposed land-use management practices (e.g. development of a skate-park, rain garden, soccer field, etc.) can alter the earth

  17. Integration of Cognitive Skills as a Cross-Cutting Theme Into the Undergraduate Medical Curriculum at Tehran University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Akbar Soltani

    2017-02-01

    Full Text Available Nowadays, improvement of thinking skills of students is one of the universally supported aims in the majority of medical schools. This study aims to design longitudinal theme of reasoning, problem-solving and decision-making into the undergraduate medical curriculum at Tehran University of Medical Sciences (TUMS. A participatory approach was applied to design the curriculum during 2009-2011. The project was conducted by the contribution of representatives of both basic and clinical faculty members, students and graduates at Tehran University of Medical Sciences. The first step toward integrating cognitive skills into the curriculum was to assemble a taskforce of different faculty and students, including a wide variety of fields with multidisciplinary expertise using nonprobability sampling and the snowball method. Several meetings with the contribution of experts and some medical students were held to generate the draft of expected outcomes. Subsequently, the taskforce also determined what content would fit best into each phase of the program and what teaching and assessment methods would be more appropriate for each outcome. After a pilot curriculum with a small group of second-year medical students, we implemented this program for all first-year students since 2011 at TUMS. Based on findings, the teaching of four areas, including scientific and critical thinking skills (Basic sciences, problem-solving and reasoning (Pathophysiology, evidence-based medicine (Clerkship, and clinical decision-making (Internship were considered in the form of a longitudinal theme. The results of this study could be utilized as a useful pattern for integration of psycho-social subjects into the medical curriculum.

  18. Integrate Science and Arts Process Skills in the Early Childhood Curriculum

    Science.gov (United States)

    Morrison, Kathy

    2012-01-01

    Linking science and art explorations makes sense in early childhood education for a number of reasons. Young children have a natural curiosity about their world and how it works. Young children are also natural artists. Most are delighted to participate in open-ended art activities, dramatic play, singing, and dancing. For young children, the…

  19. Crossroads: Quality of Life in a Nuclear World. A High School Science Curriculum.

    Science.gov (United States)

    French, Dan; Phillips, Connie

    One of a set of high school curricula on nuclear issues, this 10-day science unit helps students understand the interrelationship between the economy, the arms race, military spending, and the threat of nuclear war. Through activities such as role playing, discussion, brainstorming, and problem solving, students develop their ability to evaluate…

  20. Physical Computing and Its Scope--Towards a Constructionist Computer Science Curriculum with Physical Computing

    Science.gov (United States)

    Przybylla, Mareen; Romeike, Ralf

    2014-01-01

    Physical computing covers the design and realization of interactive objects and installations and allows students to develop concrete, tangible products of the real world, which arise from the learners' imagination. This can be used in computer science education to provide students with interesting and motivating access to the different topic…

  1. Framing Education for a Science of Social Work: Missions, Curriculum, and Doctoral Training

    Science.gov (United States)

    Fong, Rowena

    2012-01-01

    Social work education has historically been grounded in professional practice but recent discussions have urged a reconsideration of social work as a science. Social work is progressively doing more intervention work, service systems research, implementation research, and translational research which are elevating research standards to new levels…

  2. Leading Change: Curriculum Reform in Graduate Education in the Biomedical Sciences

    Science.gov (United States)

    Dasgupta, Shoumita; Symes, Karen; Hyman, Linda

    2015-01-01

    The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were…

  3. Towards a Post-Modern Science Education Curriculum-Discourse: Repetition of a Dream Catcher.

    Science.gov (United States)

    Blades, David W.

    1997-01-01

    Discusses Kierkegaard's idea of repetition as a dynamic conversation between groups that reveals possible changes in a discourse. Describes an instructor's experiences imparting a science education methods course in a Native American school in Saskatchewan, highlighting the conversation between the instructors' past and Native American culture.…

  4. Western Indian Ocean Journal of Marine Science - Vol 8, No 2 (2009)

    African Journals Online (AJOL)

    Eddy formation around South West Mascarene Plateau (Indian Ocean) as evidenced by satellite 'global ocean colour' data · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. MR Badal, SDDV Rughooputh, L Rydberg, IS Robinson, C Pattiaratchi.

  5. Executing and teaching science---The breast cancer genetics and technology-rich curriculum professional development studies of a science educator

    Science.gov (United States)

    Wragg, Regina E.

    This dissertation presents my explorations in both molecular biology and science education research. In study one, we determined the ADIPOQ and ADIPORI genotypes of 364 White and 148 Black BrCa patients and used dominant model univariate logistic regression analyses to determine individual SNP and haplotype associations with tumor or patient characteristics in a case-case comparison. We found twelve associations between individual SNPs and patient or tumor characteristics that impact BrCa prognosis. For example, the ADIPOQ rs1501299 C allele was associated with ER+ tumors (OR=4.73, p=0.001) among White women >50 years of age at their time of diagnosis. Also, the A allele was more frequent in the Black patient population among whom more aggressive subtypes are common. Similarly, the ADIPORI rs12733285 T allele was associated with both PR+ and ER+ tumors. (OR=2.18 p=0.001; OR=1.88 p=0.019, respectively). Our data suggest that several polymorphisms individually or as specific ADIPOQ and ADIPOR1 haplotypes are associated with tumor characteristics that impact prognosis in BrCa patients. Thus, genotyping additional groups of patients for these SNPs could offer insight into the involvement of adiponectin signaling allele variance in BrCa outcomes. In our second study, we examined 1) how teachers' beliefs about themselves and their students influence the fidelity of implementation of their enactment of a technology-rich curriculum, and 2) how professional development support during the enactment leads to changes in teacher beliefs. From the analysis of two teachers' experiences through interviews, surveys, journal entries, and video recordings of their enactments, several different themes were identified. For example, teachers' beliefs regarding students' ability to learn using the curriculum influenced the fidelity of implementation and student learning. These observations led to the development of a model of professional development that would promote faithful

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

    Science.gov (United States)

    Young, Victoria Jewel

    2017-01-01

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

  7. Evaluating the Effects of Medical Explorers a Case Study Curriculum on Critical Thinking, Attitude Toward Life Science, and Motivational Learning Strategies in Rural High School Students

    Science.gov (United States)

    Brand, Lance G.

    2011-12-01

    The purpose of this study was three-fold: to measure the ability of the Medical Explorers case-based curriculum to improve higher order thinking skills; to evaluate the impact of the Medical Explorers case-based curriculum to help students be self directed learners; and to investigate the impact of the Medical Explorers case-based curriculum to improve student attitudes of the life sciences. The target population for this study was secondary students enrolled in advanced life science programs. The resulting sample (n = 71) consisted of 36 students in the case-based experimental group and 35 students in the control group. Furthermore, this study employed an experimental, pretest-posttest control group research design. The treatment consisted of two instructional strategies: case-based learning and teacher-guided learning. Analysis of covariance indicated no treatment effect on critical thinking ability or Motivation and Self-regulation of Learning. However, the Medical Explorers case-based curriculum did show a treatment effect on student attitudes toward the life sciences. These results seem to indicate that case-based curriculum has a positive impact on students' perspectives and attitudes about the study of life science as well as their interest in life science based careers. Such outcomes are also a good indicator that students enjoy and perceive the value to use of case studies in science, and because they see value in the work that they do they open up their minds to true learning and integration. Of additional interest was the observationthat on average eleventh graders showed consistently stronger gains in critical thinking, motivation and self-regulation of learning strategies, and attitudes toward the life sciences as compared to twelfth grade students. In fact, twelfth grade students showed a pre to post loss on the Watson-Glaser and the MSLQ scores while eleventh grade students showed positive gains on each of these instruments. This decline in twelfth

  8. Revidert læreplan i naturfag – Økt fokus på grunnleggende ferdigheter og forskerspirenRevised Norwegian science curriculum – Increased focus on literacy and inquiry skills

    Directory of Open Access Journals (Sweden)

    Sonja M. Mork

    2013-11-01

    Full Text Available One of the main consequences of the large Norwegian curriculum reform in 2006 is that teachers in all subjects are now responsible for focusing on the basic skills of reading, writing, oral, arithmetic and the use of digital tools. However, research following the implementation of the reform report a gap between curriculum intentions and classroom practice regarding basic skills. Hence the curriculum in science and four other subjects are now revised to clarify basic skills. This article describes some of the background for the revision, the revision process and some main changes in the revised curriculum.

  9. Meeting report: Ocean ‘omics science, technology and cyberinfrastructure: current challenges and future requirements (August 20-23, 2013)

    Science.gov (United States)

    Gilbert, Jack A; Dick, Gregory J.; Jenkins, Bethany; Heidelberg, John; Allen, Eric; Mackey, Katherine R. M.

    2014-01-01

    The National Science Foundation’s EarthCube End User Workshop was held at USC Wrigley Marine Science Center on Catalina Island, California in August 2013. The workshop was designed to explore and characterize the needs and tools available to the community that is focusing on microbial and physical oceanography research with a particular emphasis on ‘omic research. The assembled researchers outlined the existing concerns regarding the vast data resources that are being generated, and how we will deal with these resources as their volume and diversity increases. Particular attention was focused on the tools for handling and analyzing the existing data, on the need for the construction and curation of diverse federated databases, as well as development of shared, interoperable, “big-data capable” analytical tools. The key outputs from this workshop include (i) critical scientific challenges and cyber infrastructure constraints, (ii) the current and future ocean ‘omics science grand challenges and questions, and (iii) data management, analytical and associated and cyber-infrastructure capabilities required to meet critical current and future scientific challenges. The main thrust of the meeting and the outcome of this report is a definition of the ‘omics tools, technologies and infrastructures that facilitate continued advance in ocean science biology, marine biogeochemistry, and biological oceanography. PMID:25197495

  10. Meeting report: Ocean 'omics science, technology and cyberinfrastructure: current challenges and future requirements (August 20-23, 2013).

    Science.gov (United States)

    Gilbert, Jack A; Dick, Gregory J; Jenkins, Bethany; Heidelberg, John; Allen, Eric; Mackey, Katherine R M; DeLong, Edward F

    2014-06-15

    The National Science Foundation's EarthCube End User Workshop was held at USC Wrigley Marine Science Center on Catalina Island, California in August 2013. The workshop was designed to explore and characterize the needs and tools available to the community that is focusing on microbial and physical oceanography research with a particular emphasis on 'omic research. The assembled researchers outlined the existing concerns regarding the vast data resources that are being generated, and how we will deal with these resources as their volume and diversity increases. Particular attention was focused on the tools for handling and analyzing the existing data, on the need for the construction and curation of diverse federated databases, as well as development of shared, interoperable, "big-data capable" analytical tools. The key outputs from this workshop include (i) critical scientific challenges and cyber infrastructure constraints, (ii) the current and future ocean 'omics science grand challenges and questions, and (iii) data management, analytical and associated and cyber-infrastructure capabilities required to meet critical current and future scientific challenges. The main thrust of the meeting and the outcome of this report is a definition of the 'omics tools, technologies and infrastructures that facilitate continued advance in ocean science biology, marine biogeochemistry, and biological oceanography.

  11. Challenging the Science Curriculum Paradigm: Teaching Primary Children Atomic-Molecular Theory

    Science.gov (United States)

    Haeusler, Carole; Donovan, Jennifer

    2017-11-01

    Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University. Young children are curious about science, yet are considered incapable of grappling with abstract and microscopic concepts such as atoms, sub-atomic particles, molecules and DNA. School curricula for primary (elementary) aged children reflect this by their limitation to examining only what phenomena are without providing any explanatory frameworks for how or why they occur. This research challenges the assumption that atomic-molecular theory is too difficult for young children, examining new ways of introducing atomic theory to 9 year olds and seeks to verify their efficacy in producing genuine learning in the participants. Early results in three cases in different schools indicate these novel methods fostered further interest in science, allowed diverse children to engage and learn aspects of atomic theory, and satisfied the children's desire for intellectual challenge. Learning exceeded expectations as demonstrated in the post-interview findings. Learning was also remarkably robust, as demonstrated in two schools 8 weeks after the intervention and, in one school, 1 year after their first exposure to ideas about atoms, elements and molecules.

  12. Analysis of the Importance of Subjects to Improve the Educational Curriculum in the Radiological Science: Focused on Radiological Technologists

    International Nuclear Information System (INIS)

    Kim, Jung Hoon; Ko, Seong Jin; Kang, Se Sik; Kim, Dong Hyun; Kim, Chang Soo

    2012-01-01

    In this study a group of experts and clinical radiological technologists were surveyed to evaluate the clinical importance of current subjects in the radiological sciences. For the data collection and analysis, an open-ended questionnaire was distributed to the group of experts, and a multiple choice questionnaire was distributed to radiological technologists. Subjects were classified into 9 groups for analysis of the importance of subjects, and in regard to the questionnaire design for measurement of variables, departments and type of hospital were set up as independent variables, and the 9 groups of subjects were set up as dependent variables. As a result, clinical radiological technologists perceived Diagnostic Imaging Technology and practical courses, including general radiography, CT and MRI, as the most clinically necessary subjects, and the group of experts placed most weight on basic courses for the major. The result of this study suggests that the curriculum should be revised in a way that combines theory and practice in order to foster radiological technologists capable of adapting to the rapidly changing healthcare environment.

  13. Examples of learning activities for Earth and Space Sciences in the new Italian National curriculum

    Science.gov (United States)

    Macario, Maddalena

    2016-04-01

    In the last few years, starting from 2010, science curricula were changed dramatically in the secondary Italian school as consequence of a radical law reform. In particular, Earth Science and Astronomy subjects have been shifted from the last to the previous school years; in addition, these subjects have been integrated with other natural sciences learning, such as biology and chemistry. As a consequence, Italian teachers felt forced to totally revise their teaching methods for all of these disciplines. The most demanding need was adapting content to younger learners, as those of the first years are, who usually do have neither pre-knowledge in physics nor high level maths skills. Secondly, content learning was progressively driven toward a greater attention to environmental issues in order to raise more awareness in learners about global changes as examples of fragile equilibrium of our planet. In this work some examples of activities are shown, to introduce students to some astronomical phenomena in a simpler way, which play a key role in influencing other Earth's events, in order to make pupils more conscious about how and to what extent our planet depends on space, at different time scales. The activities range from moon motions affecting tides, to secondary Earth motions, which are responsible for climate changes, to the possibility to find life forms in other parts of the Universe, to the possibility for humans to live in the space for future space missions. Students are involved in hands-on inquiry-based laboratories that scaffold both theoretic knowledge and practical skills for a deeper understanding of cause-effect relationships existing in the Earth.

  14. Teacher Implementation and the Impact of Game-Based Science Curriculum Materials

    Science.gov (United States)

    Wilson, Christopher D.; Reichsman, Frieda; Mutch-Jones, Karen; Gardner, April; Marchi, Lisa; Kowalski, Susan; Lord, Trudi; Dorsey, Chad

    2018-01-01

    Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students' abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed.

  15. Earth Systems Science Curriculum Choices for Pre-Service Teachers at San Jose State University

    Science.gov (United States)

    Messina, P.; Metzger, E. P.

    2008-12-01

    San José State University was a member of the original ESSEA consortium (2003-05), and it continues its participation with the broadening ESSEA community. Having hosted the original Middle- and High School Teachers' ESSEA courses, the Geology Department and Program in Science Education have maintained their commitments toward supporting pre- and in-service teachers in geoscience concept competency and effective pedagogy. We have witnessed an encouraging trend in the numbers of K-8 (multiple subject) pre-service teachers who have enrolled in our in-house ESSEA-inspired course: Geology 103 (Earth Systems and the Environment). We have also seen an influx of prospective secondary (single subject) teachers seeking credentials in non- geoscience disciplines. California teacher credentialing requirements, especially when layered on the increasing demands of major fields of study and the California State University System's hefty General Education mandates, give prospective teachers little latitude in their academic programs. Geology 103 was developed to satisfy three logistical objectives: to comply with "geoscience content competency" as defined by the California Commission on Teacher Credentialing (CCTC); to fulfill one of the CSU's upper-division General Education requirements, and to develop science process skills in a population that may never have had similar prior opportunities. The course is offered in two modalities: online and on-campus. The Web-based sections are currently comparing the relative effectiveness of two dissimilar online learning modalities and assessments: one delivers video/audio/animated "podcasts," while the other requires student involvement through interactive Flash media. The course is taught by professors with joint appointments in the Department of Geology and Program in Science Education, and by current and former classroom teachers to ensure that geoscience content knowledge is achieved through inquiry, systems analyses, and other

  16. Western Indian Ocean Journal of Marine Science - Vol 13, No 1 (2014)

    African Journals Online (AJOL)

    View or download the full issue, Untitled () PDF. Table of Contents. Articles. Morphology of the Zambezi River plume in the Sofala Bank, Mozambique · EMAIL ... (Iles Eparses, France) in the Mozambique Channel, South Western Indian Ocean.

  17. Developments in Education for Library and Information Science and Curriculum Changes

    Directory of Open Access Journals (Sweden)

    Yaşar Tonta

    2013-11-01

    Full Text Available The first university-level library schools were opened during the last quarter of the 19th century. The number of such schools has gradually increased during the first half of the 20th century, especially after the Second World War, both in the USA and elsewhere. The first department of librarianship in Turkey was opened in 1954. As information has gained further importance in scientific endeavors and social life, librarianship became a more interdisciplinary field and library schools were renamed as schools of library and information science/information studies/information management/information to better reflect the range of education provided. The departments of librarianship in Turkey, too, have revised their curricula and changed their names. In this paper, we review the major developments in education for library and information science (LIS in the world as well as in Turkey, and the impact of these developments on the curricula of LIS schools along with subsequent changes under three historicalperiods. We discuss some of the external and internal factors that should be dealt with in revising the curricula of LIS schools.

  18. Ocean acidification: Linking science to management solutions using the Great Barrier Reef as a case study.

    Science.gov (United States)

    Albright, Rebecca; Anthony, Kenneth R N; Baird, Mark; Beeden, Roger; Byrne, Maria; Collier, Catherine; Dove, Sophie; Fabricius, Katharina; Hoegh-Guldberg, Ove; Kelly, Ryan P; Lough, Janice; Mongin, Mathieu; Munday, Philip L; Pears, Rachel J; Russell, Bayden D; Tilbrook, Bronte; Abal, Eva

    2016-11-01

    Coral reefs are one of the most vulnerable ecosystems to ocean acidification. While our understanding of the potential impacts of ocean acidification on coral reef ecosystems is growing, gaps remain that limit our ability to translate scientific knowledge into management action. To guide solution-based research, we review the current knowledge of ocean acidification impacts on coral reefs alongside management needs and priorities. We use the world's largest continuous reef system, Australia's Great Barrier Reef (GBR), as a case study. We integrate scientific knowledge gained from a variety of approaches (e.g., laboratory studies, field observations, and ecosystem modelling) and scales (e.g., cell, organism, ecosystem) that underpin a systems-level understanding of how ocean acidification is likely to impact the GBR and associated goods and services. We then discuss local and regional management options that may be effective to help mitigate the effects of ocean acidification on the GBR, with likely application to other coral reef systems. We develop a research framework for linking solution-based ocean acidification research to practical management options. The framework assists in identifying effective and cost-efficient options for supporting ecosystem resilience. The framework enables on-the-ground OA management to be the focus, while not losing sight of CO2 mitigation as the ultimate solution. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

    Science.gov (United States)

    Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz

    2015-01-01

    One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…

  20. A Study of EFL Curriculum of China's Science and Technology Institutes under Graded Teaching Model

    Science.gov (United States)

    He, Chunyan; Han, Fei

    2018-01-01

    Recent years, most universities and colleges have been reforming the English as a foreign language (EFL) curriculum system in China. Some reformed EFL curriculum into English for Specific Purposes (ESP) courses, for instance, while some conducted a graded teaching model in EFL teaching. However, the effect of this reform was not so good,…

  1. Finding the Connections between a High-School Chemistry Curriculum and Nano-Scale Science and Technology

    Science.gov (United States)

    Blonder, Ron; Sakhnini, Sohair

    2017-01-01

    The high-school chemistry curriculum is loaded with many important chemical concepts that are taught at the high-school level and it is therefore very difficult to add modern contents to the existing curriculum. However, many studies have underscored the importance of integrating modern chemistry contents such as nanotechnology into a high-school…

  2. Curriculum: Toward New Identities. Critical Education Practice, Volume 12. Garland Reference Library of Social Science, Volume 1135.

    Science.gov (United States)

    Pinar, William F., Ed.

    This collection of essays draws upon research in political, feminist, theological, literary, and racial theory to examine research methodologies relating to curriculum studies. The essays are: (1) "Storying the Self: Life Politics and the Study of the Teacher's Life and Work" (Ivor F. Goodson); (2) "Curriculum, Transcendence, and Zen/Taoism:…

  3. Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum

    Science.gov (United States)

    Alexander, William A.

    In recent years, business and industry have been vocal critics of education. Critics complain the American workforce, particularly young people, are deficient in workplace skills. A survey of 500 randomly selected Ohio businesses was used to determine opinions of respondents related to workplace skills gaps, rising skill levels, and level and type of critical thinking used on the job by all employees and entry-level employees. Four of 18 science outcomes promoted by the Ohio Department of Education had an application in business and these required critical-thinking skills to complete. These four formed the foundation in the survey because they provided a connection between thinking skills required on the Ohio 12 th Grade Proficiency Test and those required on the job. Pearson correlation coefficient was used to identify correlation between responses. The alpha level was p ≤ .05. Stepwise multiple linear regression analysis was conducted to identify significant (p ≤ .05) relationships between variables as represented by responses. In addition, one version of the Science Section of the Ohio 12th Grade Proficiency Test was analyzed for use of critical thinking using the SCAN's critical-thinking attributes as a standard. There were several findings related to workplace skills and critical thinking. Only 17.1% of respondents indicated dissatisfaction with the basic academic skill level of their employees. A majority (71.1%) of responding businesses perceived a lack of work ethic as more important than deficient academic skills. Only 17.1% of respondents reported the skill level of their entry-level employees was rising. Approximately 1/3 of responding businesses required no critical thinking at all from their entry-level employees. Small businesses were significantly more likely to require higher levels of critical thinking from their entry level employees than larger businesses. Employers who reported rising skill levels in entry-level employees required all of

  4. Creating effective environmental education: A case study utilizing an integrative teaching methodology to develop positive environmental attitudes and behaviors in the secondary general science curriculum

    Science.gov (United States)

    O'Connor, Teresa M.

    Many years of teaching environmental issues years has revealed that giving students only "the facts" frequently leaves them with a sense of hopelessness about the future of life on this planet. Problems of the environment often seem large and complex, and student's feel there is nothing "they" can do. In response, a curriculum was developed that permits students to learn about action strategies they can partake in that would make a small contribution towards a solution, as well as exploring their own values and attitudes about environmental issues. The curriculum also attempts to foster positive attitudes and beliefs about the natural world. The curriculum contains three distinct units, focusing on energy, atmospheric issues, and the loss of habitat and rainforest. It was taught in sixty-one sessions over a fourteen week period in a standard level ninth grade General Science class of twenty-four students, at Harriton High School in the Lower Merion School District in the suburbs of Philadelphia. The dissertation is presented as a case study that is the author's construction of the actual experience, developed from audio tapes of the classroom sessions, personal logs, and data collected from the students. The dissertation presents an in-depth case study of the development, the actual implementation, and subsequent evaluation of this environmental curriculum, and gives an in-depth view of life in this class.

  5. Methods and Tools to Align Curriculum to the Skills and Competencies Needed by the Workforce - an Example from Geospatial Science and Technology

    Science.gov (United States)

    Johnson, A. B.

    2012-12-01

    Geospatial science and technology (GST) including geographic information systems, remote sensing, global positioning systems and mobile applications, are valuable tools for geoscientists and students learning to become geoscientists. GST allows the user to analyze data spatially and temporarily and then visualize the data and outcomes in multiple formats (digital, web and paper). GST has evolved rapidly and it has been difficult to create effective curriculum as few guidelines existed to help educators. In 2010, the US Department of Labor (DoL), in collaboration with the National Geospatial Center of Excellence (GeoTech Center), a National Science Foundation supported grant, approved the Geospatial Technology Competency Mode (GTCM). The GTCM was developed and vetted with industry experts and provided the structure and example competencies needed across the industry. While the GTCM was helpful, a more detailed list of skills and competencies needed to be identified in order to build appropriate curriculum. The GeoTech Center carried out multiple DACUM events to identify the skills and competencies needed by entry-level workers. DACUM (Developing a Curriculum) is a job analysis process whereby expert workers are convened to describe what they do for a specific occupation. The outcomes from multiple DACUMs were combined into a MetaDACUM and reviewed by hundreds of GST professionals. This provided a list of more than 320 skills and competencies needed by the workforce. The GeoTech Center then held multiple workshops across the U.S. where more than 100 educators knowledgeable in teaching GST parsed the list into Model Courses and a Model Certificate Program. During this process, tools were developed that helped educators define which competency should be included in a specific course and the depth of instruction for that competency. This presentation will provide details about the process, methodology and tools used to create the Models and suggest how they can be used

  6. Science in the General Educational Development (GED) curriculum: Analyzing the science portion of GED programs and exploring adult students' attitudes toward science

    Science.gov (United States)

    Hariharan, Joya Reena

    The General Educational Development (GED) tests enable people to earn a high school equivalency diploma and help them to qualify for more jobs and opportunities. Apart from this main goal, GED courses aim at enabling adults to improve the condition of their lives and to cope with a changing society. In today's world, science and technology play an exceedingly important role in helping people better their lives and in promoting the national goals of informed citizenship. Despite the current efforts in the field of secondary science education directed towards scientific literacy and the concept of "Science for all Americans", the literature does not reflect any corresponding efforts in the field of adult education. Science education research appears to have neglected a population that could possibly benefit from it. The purpose of this study is to explore: the science component of GED programs, significant features of the science portion of GED curricula and GED science materials, and adult learners' attitudes toward various aspects of science. Data collection methods included interviews with GED students and instructors, content analysis of relevant materials, and classroom observations. Data indicate that the students in general feel that the science they learn should be relevant to their lives and have direct applications in everyday life. Student understanding of science and interest in it appears to be contingent to their perceiving it as relevant to their lives and to society. Findings indicate that the instructional approaches used in GED programs influence students' perceptions about the relevance of science. Students in sites that use strategies such as group discussions and field trips appear to be more aware of science in the world around them and more enthusiastic about increasing this awareness. However, the dominant strategy in most GED programs is individual reading. The educational strategies used in GED programs generally focus on developing reading

  7. The effectiveness of digital microscopy as a teaching tool in medical laboratory science curriculum.

    Science.gov (United States)

    Castillo, Demetra

    2012-01-01

    A fundamental component to the practice of Medical Laboratory Science (MLS) is the microscope. While traditional microscopy (TM) is gold standard, the high cost of maintenance has led to an increased demand for alternative methods, such as digital microscopy (DM). Slides embedded with blood specimens are converted into a digital form that can be run with computer driven software. The aim of this study was to investigate the effectiveness of digital microscopy as a teaching tool in the field of Medical Laboratory Science. Participants reviewed known study slides using both traditional and digital microscopy methods and were assessed using both methods. Participants were randomly divided into two groups. Group 1 performed TM as the primary method and DM as the alternate. Group 2 performed DM as the primary and TM as the alternate. Participants performed differentials with their primary method, were assessed with both methods, and then performed differentials with their alternate method. A detailed assessment rubric was created to determine the accuracy of student responses through comparison of clinical laboratory and instructor results. Student scores were reflected as a percentage correct from these methods. This assessment was done over two different classes. When comparing results between methods for each, independent of the primary method used, results were not statistically different. However, when comparing methods between groups, Group 1 (n = 11) (TM = 73.79% +/- 9.19, DM = 81.43% +/- 8.30; paired t10 = 0.182, p < 0.001) showed a significant difference from Group 2 (n = 14) (TM = 85.64% +/- 5.30, DM = 85.91% +/- 7.62; paired t13 = 3.647, p = 0.860). In the subsequent class, results between both groups (n = 13, n = 16, respectively) did not show any significant difference between groups (Group 1 TM = 86.38% +/- 8.17, Group 1 DM = 88.69% +/- 3.86; paired t12 = 1.253, p = 0.234; Group 2 TM = 86.75% +/- 5.37, Group 2 DM = 86.25% +/- 7.01, paired t15 = 0.280, p

  8. Exploring Corn-Ethanol As A Complex Problem To Teach Sustainability Concepts Across The Science-Business-Liberal Arts Curriculum

    Science.gov (United States)

    Oches, E. A.; Szymanski, D. W.; Snyder, B.; Gulati, G. J.; Davis, P. T.

    2012-12-01

    The highly interdisciplinary nature of sustainability presents pedagogic challenges when sustainability concepts are incorporated into traditional disciplinary courses. At Bentley University, where over 90 percent of students major in business disciplines, we have created a multidisciplinary course module centered on corn ethanol that explores a complex social, environmental, and economic problem and develops basic data analysis and analytical thinking skills in several courses spanning the natural, physical, and social sciences within the business curriculum. Through an NSF-CCLI grant, Bentley faculty from several disciplines participated in a summer workshop to define learning objectives, create course modules, and develop an assessment plan to enhance interdisciplinary sustainability teaching. The core instructional outcome was a data-rich exercise for all participating courses in which students plot and analyze multiple parameters of corn planted and harvested for various purposes including food (human), feed (animal), ethanol production, and commodities exchanged for the years 1960 to present. Students then evaluate patterns and trends in the data and hypothesize relationships among the plotted data and environmental, social, and economic drivers, responses, and unintended consequences. After the central data analysis activity, students explore corn ethanol production as it relates to core disciplinary concepts in their individual classes. For example, students in Environmental Chemistry produce ethanol using corn and sugar as feedstocks and compare the efficiency of each process, while learning about enzymes, fermentation, distillation, and other chemical principles. Principles of Geology students examine the effects of agricultural runoff on surface water quality associated with extracting greater agricultural yield from mid-continent croplands. The American Government course examines the role of political institutions, the political process, and various

  9. The Effects of Research-Based Curriculum Materials and Curriculum-Based Professional Development on High School Science Achievement: Results of a Cluster-Randomized Trial

    Science.gov (United States)

    Taylor, Joseph; Kowalski, Susan; Getty, Stephen; Wilson, Christopher; Carlson, Janet

    2013-01-01

    Effective instructional materials can be valuable interventions to improve student interest and achievement in science (National Research Council [NRC], 2007); yet, analyses indicate that many science instructional materials and curricula are fragmented, lack coherence, and are not carefully articulated through a sequence of grade levels (AAAS,…

  10. Marine Physical Laboratory Multi-Disciplinary Ocean Science and Technology Program

    Science.gov (United States)

    1991-04-01

    ambierit noise were made with the advent of large. of 3800 m. Reflection profiles and drill logs from this hole scale seismome ter arrays." Sensor arrays...Deaion. and S C Webb."A deep-sea differential pressure frequency. The array was too limited in extent to make spa- gauge ." J. Aimos Ocean Tech. 2. 237...75, 847-864 (1985). 2"P. K Spudich andi I A. Orcutt," Petrology and porcisit% of tn oceanic "M E Dougherty and R. A. Stephen."Seismic energy

  11. Agriculture/Hydroaquaoponic Bioscience Sensor - Mobile App with Simulations and Software for Industry and Science Education Curriculum Module

    Directory of Open Access Journals (Sweden)

    Christine M. Yukech

    2015-02-01

    Full Text Available There is a lot of technological buzz over the past few years regarding taking care of lettuce and hydroponic greenhouse plants and fish. We first review and discuss the recent technologies in the field of hydroponics, especially the hydroponic sensor curriculum project. The College of Engineering at The University of Akron developed a sensor that can detect hydrology, ph, electrical conductivity, nutrient levels, and temperature of hydroponic plants and aquaponic systems. The sensor can optimize the healthy monitoring of plants and fish in greenhouses, homes, schools, and universities anywhere in the world. The goal is to provide sustainable monitoring for growing healthy greenhouse foods 24/7. In this paper, we propose a sustainable solution for optimizing plant growth by using computer simulations and smart phone applications for plant growers and fisheries to access data in real-time and provide guidance on how to manage healthy environments for plants, such as "electric conductivity is lower than the standard for the tomato, so please add 5ml of nutrients". The app will be extended to social media connection, which is enabled by the web access features, where the user can network with hydroponic and aquarium user groups to share information (how to grow a lettuce, ask questions (where can I buy seeds, and gaming for virtual fish and plant growing. The app can be used on a computer, a smart phone or a tablet and provides numerous features that currently need many separate apps, especially in emerging areas such as hydroponics and aquaponics. The data visualization component in the app can enhance the analysis of the variables and data collection. Using the app, plant growers can track results and grow better crops. The app also provides hands-on interactive simulations that connect to the national science standards, providing optimal use of nutrients by taking care of greenhouse plants and fish for hydroponics and aquaponics.

  12. Solar Fireworks - Integrating an Exhibit on Solar Physics and Space Science into the Science and Astronomy Curriculum of High-School and College Students

    Science.gov (United States)

    Denker, C.; Wang, H.; Conod, K. D.; Wintemberg, T.; Calderon, I.

    2005-05-01

    Astronomers at The Newark Museum's Alice and Leonard Dreyfuss Planetarium teamed up with the New Jersey Institute of Technology's (NJIT) Center for Solar-Terrestrial Research (CSTR) and the Big Bear Solar Observatory in presenting Solar Fireworks. The exhibit opened on May 15, 2004 and features two exhibition kiosks with interactive touch screen displays, where students and other visitors can take "virtual tours" in the fields of solar physics, solar activity, Sun-Earth connection, and geo-sciences. Planetarium and museum visits are an integral part of the introductory physics and astronomy classes at NJIT and the exhibition has been integrated in the astronomy curriculum. For example, NJIT students of the Astronomy Club and regular astronomy courses were closely involved in the design and development of the exhibit. The exhibit is the latest addition to the long-running natural science exhibit "Dynamic Earth: Revealing Nature's Secrets" at the museum. More than 30,000 people per year attend various programs offered by the planetarium including public shows, more than a dozen programs for school groups, after school activities, portable planetarium outreach, outdoor sky watches, solar observing and other family events. More than 1,000 high school students visited the planetarium in 2004. The exhibit is accompanied by a yearly teacher workshop (the first one was held on October 18-20, 2004) to enhance the learning experience of classes visiting the Newark Museum. The planetarium and museum staff has been working with teachers of Newark high schools and has presented many workshops for educators on a wide range of topics from astronomy to zoology. At the conclusion of the exhibit in December 2005, the exhibit will go "on the road" and will be made available to schools or other museums. Finally, the exhibit will find its permanent home at the new office complex of CSTR at NJIT. Acknowledgements: Solar Fireworks was organized by The Newark Museum and the New Jersey

  13. Use of tactual materials on the achievement of content specific vocabulary and terminology acquisition within an intermediate level science curriculum

    Science.gov (United States)

    Terry, Brian H.

    In this quasi-experimental study, the researcher investigated the effectiveness of three tactual strategies and one non-tactual strategy of content specific vocabulary acquisition. Flash cards, task cards, and learning wheels served as the tactual strategies, and vocabulary review sheets served as a non-tactual strategy. The sample (n=85) consisted of all middle school students in a small high performing middle school located in the northern suburbs of New York City. All of the vocabulary words and terms came from the New York State Intermediate Level Science Core Curriculum. Pre-tests and post-tests were used to collect the data. A repeated measures ANOVA was conducted on the gain scores from each of the treatments. Multiple paired sample t-tests were conducted to analyze the results. Repeated measures ANOVAs were used to determine if there was a variance between the academic achievement levels of the students, gender, and grade level for each of the treatments. All of the treatments significantly improved the science achievement of the students, but significance was found between them. Significance was found between the achievement groups with the above average students attaining a higher mean on the pre-test and post-test for each treatment, whereas the below average students had the lowest mean on both assessments. The sixth grade students showed significant improvement over the seventh grade students while using the flash cards (p=.004) and learning wheel (p=.007). During the learning wheel treatment, the males scored significantly better (p=.021) than the females on the pre-test and post-test. During the worksheet treatment, significance (p=.034) was found between gender and achievement group. The below average male students had the greatest gain from the pre-test to the post-test, but the post-test mean was still the lowest of the groups. Limitations, implications for future research and current practice are discussed. Key words are: flash cards, task cards

  14. Western Indian Ocean Journal of Marine Science - Vol 9, No 1 (2010)

    African Journals Online (AJOL)

    Coastal Marine Pollution in Dar es Salaam (Tanzania) relative to Recommended Environmental Quality Targets for the Western Indian Ocean · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. JF Machiwa, 17-30 ...

  15. Western Indian Ocean Journal of Marine Science - Vol 11, No 1 (2012)

    African Journals Online (AJOL)

    Using an ecosystem model to evaluate fisheries management options to mitigate climate change impacts in western Indian Ocean coral reefs · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. Carlos Ruiz Sebastián, Tim R. McClanahan, 77-86 ...

  16. Western Indian Ocean Journal of Marine Science - Vol 10, No 1 (2011)

    African Journals Online (AJOL)

    Assessing Spatio-temporal Patterns of Groundwater Salinity in Small Coral Islands in the Western Indian Ocean · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. J-L Join, O Banton, J-C Comte, J Leze, F Massin, E Nicolini, 1-12 ...

  17. Partnering and teamwork to create content for spherical display systems to enhance public literacy in earth system and ocean sciences

    Science.gov (United States)

    Beaulieu, S. E.; Patterson, K.; Joyce, K.; Silva, T.; Madin, K.; Spargo, A.; Brickley, A.; Emery, M.

    2013-12-01

    Spherical display systems, also known as digital globes, are technologies that, in person or online, can be used to help visualize global datasets and earth system processes. Using the InterRidge Global Database of Active Submarine Hydrothermal Vent Fields and imagery from deep-sea vehicles, we are creating content for spherical display systems to educate and excite the public about dynamic geophysical and biological processes and exploration in the deep ocean. The 'Global Viewport for Virtual Exploration of Deep-Sea Hydrothermal Vents' is a collaboration between the Woods Hole Oceanographic Institution and the Ocean Explorium at New Bedford Seaport, hosting a Magic Planet and Science On a Sphere (SOS), respectively. The main activities in the first year of our project were geared towards team building and content development. Here we will highlight the partnering and teamwork involved in creating and testing the effectiveness of our new content. Our core team is composed of a lead scientist, educators at both institutions, graphic artists, and a professional evaluator. The new content addresses key principles of Earth Science Literacy and Ocean Literacy. We will share the collaborative, iterative process by which we developed two educational pieces, 'Life without sunlight' and 'Smoke and fire underwater' - each focusing on a different set of 3 literacy principles. We will share how we conducted our front-end and formative evaluations and how we focused on 2 NSF Informal Education Impact Categories for our evaluation questionnaire for the public. Each educational piece is being produced as a stand-alone movie and as an interactive, docent-led presentation integrating a number of other datasets available from NOAA's SOS Users Network. The proximity of our two institutions enables a unique evaluation of the learning attained with a stand-alone spherical display vs. live presentations with an SOS.

  18. Communicating polar science to the general public: sharing the social media experience of @OceanSeaIceNPI

    Science.gov (United States)

    Rösel, Anja; Pavlov, Alexey K.; Granskog, Mats A.; Gerland, Sebastian; Meyer, Amelie; Hudson, Stephen R.; King, Jennifer; Itkin, Polona; Cohen, Lana; Dodd, Paul; de Steur, Laura

    2016-04-01

    The findings of climate science need to be communicated to the general public. Researchers are encouraged to do so by journalists, policy-makers and funding agencies and many of us want to become better science communicators. But how can we do this at the lab or small research group level without specifically allocated resources in terms of funds and communication officers? And how do we sustain communication on a regular basis and not just during the limited lifetime of a specific project? One of the solutions is to use the emerging platform of social media, which has become a powerful and inexpensive tool for communicating science to different target audiences. Many research institutions and individual researchers are already advanced users of social media, but small research groups and labs remain underrepresented. The group of oceanographers, sea ice and atmospheric scientists at the Norwegian Polar Institute (@OceanSeaIceNPI( will share our experiences developing and maintaining researcher-driven outreach for over a year through Instagram, Twitter and Facebook. We will present our solutions to some of the practical considerations such as identifying key target groups, defining the framework for sharing responsibilities and interactions within the research group, and choosing an up-to-date and appropriate social medium. By sharing this information, we aim to inspire and assist other research groups and labs in conducting their own effective science communication.

  19. Into the Curriculum. Reading/Language Arts: Hans Christian Andersen [and] Science: Bat Research [and] Science: The Library Media Center Rocks! An Introduction to Rocks, Minerals, and Gemstones [and] Social Studies: Ticket to the Olympics: Exploring Sydney and the 2000 Summer Games [and] Social Studies/Music: Sounds of the Election: Presidential Campaign Songs.

    Science.gov (United States)

    Germain, Claudia; Mayo, Jeanne B.; Hart, Lisa

    2000-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in reading and language arts, science, social studies, and music. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

  20. Into the Curriculum. Reading/Language Arts: Three Little Kittens and the Lost Mittens; Reading/Language Arts: A Caldecott Archaeological Dig; Science: Discovering the Periodic Table of Elements; Science: The Red-Eyed Tree Frog Jumps into Nonfiction; Social Studies: Our Nation's Beginnings-Jamestown and Plymouth Settlements.

    Science.gov (United States)

    Cherry, Carolyn; Louk, Cathy; Barwick, Martha; Kidd, Gentry E.

    2001-01-01

    Provides five fully developed school library media activities that are designed for use with specific curriculum units in reading/language arts, science, and social studies. Library media skills objectives, curriculum (subject area) objectives, grade levels, resources, instructional roles, activity and procedures for completion, evaluation, and…