WorldWideScience

Sample records for related science concepts

  1. Seeding science success: Relations of secondary students' science self-concepts and motivation with aspirations and achievement

    Science.gov (United States)

    Chandrasena, Wanasinghe Durayalage

    This research comprises three inter-related synergistic studies. Study 1 aims to develop a psychometrically sound tool to measure secondary students' science self-concepts, motivation, and aspirations in biology, chemistry, earth and environmental methodology to explicate students' and teachers' views, practices, and personal experiences, to identify the barriers to undertaking science for secondary students and to provide rich insights into the relations of secondary students' science self-concepts and motivation with their aspirations and achievement. Study 3 will detect additional issues that may not necessarily be identifiable from the quantitative findings of Study 2. The psychometric properties of the newly developed instrument demonstrated that students' science self-concepts were domain specific, while science motivation and science aspirations were not. Students' self-concepts in general science, chemistry, and physics were stronger for males than females. Students' self-concepts in general science and biology became stronger for students in higher years of secondary schooling. Students' science motivation did not vary across gender and year levels. Though students' science aspirations did not vary across gender, they became stronger with age. In general, students' science self-concepts and science motivation were positively related to science aspirations and science achievement. Specifically, students' year level, biology self-concept, and physics self concept predicted their science and career aspirations. Biology self-concept predicted teacher ratings of students' achievement, and students' general science self-concepts predicted their achievement according to students' ratings. Students' year level and intrinsic motivation in science were predictors of their science aspirations, and intrinsic motivation was a greater significant predictor of students' achievement, according to student ratings. Based upon students' and teachers' perceptions, the

  2. Integrating international relations and environmental science course concepts through an interactive world politics simulation

    Science.gov (United States)

    Straub, K. H.; Kesgin, B.

    2012-12-01

    During the fall 2012 semester, students in two introductory courses at Susquehanna University - EENV:101 Environmental Science and POLI:131 World Affairs - will participate together in an online international relations simulation called Statecraft (www.statecraftsim.com). In this strategy game, students are divided into teams representing independent countries, and choose their government type (democracy, constitutional monarchy, communist totalitarian, or military dictatorship) and two country attributes (industrial, green, militaristic, pacifist, or scientific), which determine a set of rules by which that country must abide. Countries interact over issues such as resource distribution, war, pollution, immigration, and global climate change, and must also keep domestic political unrest to a minimum in order to succeed in the game. This simulation has typically been run in political science courses, as the goal is to allow students to experience the balancing act necessary to maintain control of global and domestic issues in a dynamic, diverse world. This semester, environmental science students will be integrated into the simulation, both as environmental advisers to each country and as independent actors representing groups such as Greenpeace, ExxonMobil, and UNEP. The goal in integrating the two courses in the simulation is for the students in each course to gain both 1) content knowledge of certain fundamental material in the other course, and 2) a more thorough, applied understanding of the integrated nature of the two subjects. Students will gain an appreciation for the multiple tradeoffs that decision-makers must face in the real world (economy, resources, pollution, health, defense, etc.). Environmental science students will link these concepts to the traditional course material through a "systems thinking" approach to sustainability. Political science students will face the challenges of global climate change and gain an understanding of the nature of

  3. Adolescents' Motivation to Select an Academic Science-Related Career: The Role of School Factors, Individual Interest, and Science Self-Concept

    Science.gov (United States)

    Taskinen, Päivi H.; Schütte, Kerstin; Prenzel, Manfred

    2013-01-01

    Many researchers consider a lacking interest in science and the students' belief that science is too demanding as major reasons why young people do not strive for science-related careers. In this article, we first delineated a theoretical framework to investigate the importance of interest, self-concept, and school factors regarding students'…

  4. Two-year study relating adolescents' self-concept and gender role perceptions to achievement and attitudes toward science

    Science.gov (United States)

    Handley, Herbert M.; Morse, Linda W.

    To assess the developmental relationship of perceptions of self-concept and gender role identification with adolescents' attitudes and achievement in science, a two-year longitudinal study was conducted. A battery of instruments assessing 16 dimensions of self-concept/gender role identifications was employed to predict students' achievement and attitudes toward science. Specific behaviors studied included self-concept in school and science and mathematics, attitudes toward appropriate gender roles in science activities and careers, and self-perceptions of masculine and feminine traits. One hundred and fifty-five adolescents, enrolled, respectively, in the seventh and eighth grades, participated in the study. Through Fisher z transformations of correlation coefficients, differences in relationships between these two sets of variables were studied for males and females during the two years. Results indicated that students' self-concepts/gender role perceptions were related to both achievement and attitudes toward science, but more related to attitudes than achievement. These relationships became more pronounced for students as they matured from seventh to eighth graders.

  5. Science Club--A Concept

    Science.gov (United States)

    Wegner, Claas; Issak, Nicole; Tesch, Katharina; Zehne, Carolin

    2016-01-01

    The following article presents a concept of a science club which was developed by two master's students as a part of their thesis and which has been developed and improved ever since. The extra-curricular concept emphasises pupils' individuality through focusing on problem based leaning, station learning, and mixed age groups. Having joined the…

  6. Concepts of matter in science education

    CERN Document Server

    Sevian, Hannah

    2013-01-01

    Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education. The expert contributors offer a range of reviews and critical analyses of related literature and in-depth analysis of specific issues, as well as new research. Among the themes covered are learning progressions for teaching a particle model of matter, the mental models of both students and teachers of the particulate nature of matter, educational technology, chemical reactions and chemical phenomena, chemical structure and bonding, quantum chemistry and the history and philosophy of science relating to the particulate nature of matter. The book will benefit a wide audience including classroom practitioners and student teachers at every educational level, teacher educators and researchers in science education.

  7. Science Self-Concept and Valuing Science: A Cross-Cultural Analysis of Their Relation among Students from Western and East Asian Countries

    Science.gov (United States)

    Schütte, Kerstin

    2015-01-01

    Devaluing an academic domain is a potential means of alleviating the psychological discomfort that results from the inconsistency of a low domain-specific self-concept of ability and great value attached to the domain. Such motivated devaluation of a domain is expected to be stronger in cultural contexts that promote a relatively greater focus on…

  8. “ Metabolic Ride” - One Concept Evaluation Tool For Metabolic Biochemistry Teaching For Graduate Students In Biological Sciences And Related Areas.

    Directory of Open Access Journals (Sweden)

    H. H. Gaeta et al.

    2017-07-01

    Full Text Available Biochemistry subject in general has a high degree of difficulty and complexity. Therefore, application of playful and creative games as teaching methodology has spread in various disciplines of life sciences. "METABOLIC RIDE" board game is a conceptual and perceptual evaluation tool for metabolic biochemistry teaching, aiming to review concepts transmitted in classroom, promoting a competitive challenge to students without denying tools that are at their disposal, stimulating their skills. OBJECTIVES. Correlate metabolic routes importance and their interconnections to establish that metabolic pathways are interconnected, such as a railway map. MATERIAL AND METHODS. This game was developed based on a board game Ticket to Ride. Players purchase enzyme cards, which must be used to claim metabolic routes. The goal is to complete the route previously drawn to earn points and the player who builds the longest continuous route will also earn bonus points. In each turn, players can: buy more card, claim a route or pick up additional destination tickets. The game should be played in groups of 5 to 6 students in 6 to 8 groups. Previously there will be theoretical classes. The activity was designed to last 4 hours. Use of didatic books and internet by players are encouraged. RESULTS. This game proved to be an excellent tool for student’s complementary evaluation, which stimulated teamwork and competitiveness within classroom, which allowed to analyze student’s perception regarding metabolic subjects. On the other hand, for teacher and students participating in compulsory traineeship program this game demonstrated to students new ways to approach complex subjects in biochemistry using creativity. CONCLUSION: Overall, students had a good impression of “Metabolic Ride” game since it helped to secure and administer metabolism subject in a competitive and team work way.

  9. Green economy and related concepts

    NARCIS (Netherlands)

    Loiseau, Eleonore; Saikku, Laura; Antikainen, Riina; Droste, Nils; Hansjürgens, Bernd; Pitkänen, Kati; Leskinen, Pekka; Kuikman, Peter; Thomsen, Marianne

    2016-01-01

    For the last ten years, the notion of a green economy has become increasingly attractive to policy makers. However, green economy covers a lot of diverse concepts and its links with sustainability are not always clear. In this article, we focus on definitions of green economy and related concepts

  10. Computer Science Concept Inventories: Past and Future

    Science.gov (United States)

    Taylor, C.; Zingaro, D.; Porter, L.; Webb, K. C.; Lee, C. B.; Clancy, M.

    2014-01-01

    Concept Inventories (CIs) are assessments designed to measure student learning of core concepts. CIs have become well known for their major impact on pedagogical techniques in other sciences, especially physics. Presently, there are no widely used, validated CIs for computer science. However, considerable groundwork has been performed in the form…

  11. Politicizing science: conceptions of politics in science and technology studies.

    Science.gov (United States)

    Brown, Mark B

    2015-02-01

    This essay examines five ideal-typical conceptions of politics in science and technology studies. Rather than evaluating these conceptions with reference to a single standard, the essay shows how different conceptions of politics serve distinct purposes: normative critique, two approaches to empirical description, and two views of democracy. I discuss each conception of politics with respect to how well it fulfills its apparent primary purpose, as well as its implications for the purpose of studying a key issue in contemporary democratic societies: the politicization of science. In this respect, the essay goes beyond classifying different conceptions of politics and also recommends the fifth conception as especially conducive to understanding and shaping the processes whereby science becomes a site or object of political activity. The essay also employs several analytical distinctions to help clarify the differences among conceptions of politics: between science as 'political' (adjective) and science as a site of 'politics' (noun), between spatial-conceptions and activity-conceptions of politics, between latent conflicts and actual conflicts, and between politics and power. The essay also makes the methodological argument that the politics of science and technology is best studied with concepts and methods that facilitate dialogue between actors and analysts. The main goal, however, is not to defend a particular view of politics, but to promote conversation on the conceptions of politics that animate research in social studies of science and technology.

  12. Academic Self-Concept: Modeling and Measuring for Science

    Science.gov (United States)

    Hardy, Graham

    2014-08-01

    In this study, the author developed a model to describe academic self-concept (ASC) in science and validated an instrument for its measurement. Unlike previous models of science ASC, which envisage science as a homogenous single global construct, this model took a multidimensional view by conceiving science self-concept as possessing distinctive facets including conceptual and procedural elements. In the first part of the study, data were collected from 1,483 students attending eight secondary schools in England, through the use of a newly devised Secondary Self-Concept Science Instrument, and structural equation modeling was employed to test and validate a model. In the second part of the study, the data were analysed within the new self-concept framework to examine learners' ASC profiles across the domains of science, with particular attention paid to age- and gender-related differences. The study found that the proposed science self-concept model exhibited robust measures of fit and construct validity, which were shown to be invariant across gender and age subgroups. The self-concept profiles were heterogeneous in nature with the component relating to self-concept in physics, being surprisingly positive in comparison to other aspects of science. This outcome is in stark contrast to data reported elsewhere and raises important issues about the nature of young learners' self-conceptions about science. The paper concludes with an analysis of the potential utility of the self-concept measurement instrument as a pedagogical device for science educators and learners of science.

  13. Basic concepts in social sciences I

    NARCIS (Netherlands)

    Hoede, C.

    2000-01-01

    In this paper the results are given of an investigation into concepts from Economics, Organization Theory, Political Science, Psychology and Sociology. The goal of this investigation was to find out whether there is a set of concepts that may be considered to be basic to all these five social

  14. Using Concept Maps in Political Science

    Science.gov (United States)

    Chamberlain, Robert P.

    2015-01-01

    Concept mapping is a pedagogical technique that was developed in the 1970s and is being used in K-12 and postsecondary education. Although it has shown excellent results in other fields, it is still rare in political science. In this research note, I discuss the implementation and testing of concept mapping in my Advanced Introduction to…

  15. Preservice Science Teachers' Beliefs about Astronomy Concepts

    Science.gov (United States)

    Ozkan, Gulbin; Akcay, Hakan

    2016-01-01

    The purpose of this study was to investigate preservice science teachers' conceptual understanding of astronomy concepts. Qualitative research methods were used. The sample consists of 118 preservice science teachers (40 freshmen, 31 sophomores, and 47 juniors). The data were collected with Astronomy Conceptual Questionnaire (ACQ) that includes 13…

  16. Pregnancy-related anxiety: A concept analysis.

    Science.gov (United States)

    Bayrampour, Hamideh; Ali, Elena; McNeil, Deborah A; Benzies, Karen; MacQueen, Glenda; Tough, Suzanne

    2016-03-01

    Evidence suggests that pregnancy-related anxiety is more strongly associated with maternal and child outcomes than general anxiety and depression are and that pregnancy-related anxiety may constitute a distinct concept. However, because of its poor conceptualization, the measurement and assessment of pregnancy-related anxiety have been limited. Efforts to analyze this concept can significantly contribute to its theoretical development. The first objective of this paper was to clarify the concept of pregnancy-related anxiety and identify its characteristics and dimensions. The second aim was to examine the items of current pregnancy-related anxiety measures to determine the dimensions and attributes that each scale addresses, noting any gaps between the current assessment and the construct of the concept. A concept analysis was conducted to examine the concept of pregnancy-related anxiety. To obtain the relevant evidence, several databases were searched including MEDLINE, PsycINFO, EBSCO's SocINDEX, Psychological and Behavioral Sciences Collection, CINAHL, SCOPUS, and EMBASE. A modified approach based on Walker and Avant (Strategies for theory construction in nursing. 5th ed; 2011) was used. Qualitative or quantitative studies published in English that explored or examined anxiety during pregnancy or its dimensions prospectively or retrospectively were included. Thirty eight studies provided data for the concept analysis. Three critical attributes (i.e., affective responses, cognitions, and somatic symptoms), three antecedents (i.e., a real or anticipated threat to pregnancy or its outcomes, low perceived control, and excessive cognitive activity, and four consequences (i.e., negative attitudes, difficulty concentrating, excessive reassurance-seeking behavior, and avoidance behaviors) were identified. Nine dimensions for pregnancy-related anxiety were determined, and a definition of the concept was proposed. The most frequently reported dimensions included anxiety

  17. Ayurvedic concepts related to psychotherapy.

    Science.gov (United States)

    Behere, Prakash B; Das, Anweshak; Yadav, Richa; Behere, Aniruddh P

    2013-01-01

    The perfect balance of mind, body and soul is considered as complete health in Ayurveda. Ayurveda has its own identity as most ancient and traditional System of Medicine in India. Even Ayurveda emphasizes its treatment modalities into three parts viz. Satwawajay Chikitsa, Yuktivyapashray and Daivyapashray Chikitsa. Sattvavajaya therapy mentioned in Charakasamhita and it used as new concept of psychotherapy in Ayurveda. The effectiveness of "traditional mental health promoting practices" was identified as health regimens (swasthvrtt), correct behavior (sadvrtt), and yoga. Sattvavajaya as psychotherapy, is the mental restraint, or a "mind control" as referred by Caraka, is achieved through "spiritual knowledge, philosophy, fortitude, remembrance and concentration. Ayurvedic psychotherapy would play a dual role: First, as a revival of authentic medical culture, the exercise of a practice with an assumed primordial dimension, and second as a discovery of authentic subjectivity, the revelation of a self with an assumed interior depth. When we integrate the contemporary art of psychotherapy with the ancient science of Ayurveda, it becomes a powerful combination that is called Psycho Veda. The integration of Psycho and Veda is motivated by the complete integration of the immense but fairly contemporary view of the mind, emotions and psyche and how this performs in our lives. Integrating Psychotherapy and Vedic principles teaches us how to rediscover critical knowledge and awareness of the natural forces and rhythms that compliment and strengthen our human experience, through the understanding of the psyche and what our inner experiences are and also involving practical daily activities with thorough attention to our total environment to bring about radical changes in our mental outlook and in physical health.

  18. What conceptions of science communication are espoused by science research funding bodies?

    Science.gov (United States)

    Palmer, Sarah E; Schibeci, Renato A

    2014-07-01

    We examine the conceptions of science communication, especially in relation to "public engagement with science" (PES), evident in the literature and websites of science research funding bodies in Europe, North America, South America, Asia and Oceania, and Africa. The analysis uses a fourfold classification of science communication to situate these conceptions: professional, deficit, consultative and deliberative. We find that all bodies engage in professional communication (within the research community); however, engagement with the broader community is variable. Deficit (information dissemination) models still prevail but there is evidence of movement towards more deliberative, participatory models.

  19. Relativity Concept Inventory: Development, Analysis, and Results

    Science.gov (United States)

    Aslanides, J. S.; Savage, C. M.

    2013-01-01

    We report on a concept inventory for special relativity: the development process, data analysis methods, and results from an introductory relativity class. The Relativity Concept Inventory tests understanding of relativistic concepts. An unusual feature is confidence testing for each question. This can provide additional information; for example,…

  20. The Conceptions of Learning Science by Laboratory among University Science-Major Students: Qualitative and Quantitative Analyses

    Science.gov (United States)

    Chiu, Yu-Li; Lin, Tzung-Jin; Tsai, Chin-Chung

    2016-01-01

    Background: The sophistication of students' conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students' conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of…

  1. Threshold concepts as barriers to understanding climate science

    Science.gov (United States)

    Walton, P.

    2013-12-01

    Whilst the scientific case for current climate change is compelling, the consequences of climate change have largely failed to permeate through to individuals. This lack of public awareness of the science and the potential impacts could be considered a key obstacle to action. The possible reasons for such limited success centre on the issue that climate change is a complex subject, and that a wide ranging academic, political and social research literature on the science and wider implications of climate change has failed to communicate the key issues in an accessible way. These failures to adequately communicate both the science and the social science of climate change at a number of levels results in ';communication gaps' that act as fundamental barriers to both understanding and engagement with the issue. Meyer and Land (2003) suggest that learners can find certain ideas and concepts within a discipline difficult to understand and these act as a barrier to deeper understanding of a subject. To move beyond these threshold concepts, they suggest that the expert needs to support the learner through a range of learning experiences that allows the development of learning strategies particular to the individual. Meyer and Land's research into these threshold concepts has been situated within Economics, but has been suggested to be more widely applicable though there has been no attempt to either define or evaluate threshold concepts to climate change science. By identifying whether common threshold concepts exist specifically in climate science for cohorts of either formal or informal learners, scientists will be better able to support the public in understanding these concepts by changing how the knowledge is communicated to help overcome these barriers to learning. This paper reports on the findings of a study that examined the role of threshold concepts as barriers to understanding climate science in a UK University and considers its implications for wider

  2. Remote sensing science - new concepts and applications

    Energy Technology Data Exchange (ETDEWEB)

    Gerstl, S.A.; Cooke, B.J.; Henderson, B.G.; Love, S.P.; Zardecki, A.

    1996-10-01

    This is the final report of a one-year, Laboratory-Directed Research and Development (LDRD) project at the Los Alamos National Laboratory (LANL). The science and technology of satellite remote sensing is an emerging interdisciplinary field that is growing rapidly with many global and regional applications requiring quantitative sensing of earth`s surface features as well as its atmosphere from space. It is possible today to resolve structures on the earth`s surface as small as one meter from space. If this high spatial resolution is coupled with high spectral resolution, instant object identification can also be achieved. To interpret these spectral signatures correctly, it is necessary to perform a computational correction on the satellite imagery that removes the distorting effects of the atmosphere. This project studied such new concepts and applied innovative new approaches in remote sensing science.

  3. Academic Self-Concept: Modeling and Measuring for Science

    Science.gov (United States)

    Hardy, Graham

    2014-01-01

    In this study, the author developed a model to describe academic self-concept (ASC) in science and validated an instrument for its measurement. Unlike previous models of science ASC, which envisage science as a homogenous single global construct, this model took a multidimensional view by conceiving science self-concept as possessing distinctive…

  4. 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.

  5. Students’ Conception on Heat and Temperature toward Science Process Skill

    Science.gov (United States)

    Ratnasari, D.; Sukarmin, S.; Suparmi, S.; Aminah, N. S.

    2017-09-01

    This research is aimed to analyze the effect of students’ conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students’ conception of heat and temperature affect science process skill of students. The students’ conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students’ conceptual understanding and students’ science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students’ daily life.

  6. THE EFFECT OF CONCEPT MAPPING ON CONCEPT LEARNING IN SCIENCE

    OpenAIRE

    岡, 直樹; 今永, 久美子

    2012-01-01

    An experiment was conducted to investigate the effects of concept map completion tasks on concept learning in the primary schoolchildren. The participants were to insert some of the suitable concepts (concept group) or link labeles (link label group) or both of them (concept/link label group) into the blanks to make up the map wholly. It was revealed that the results of the concept group and the concept/link label group were better than the link label group. These results were discussed in te...

  7. Evaluation of Students' Energy Conception in Environmental Science

    Science.gov (United States)

    Park, Mihwa; Johnson, Joseph A.

    2016-01-01

    While significant research has been conducted on students' conceptions of energy, alternative conceptions of energy have not been actively explored in the area of environmental science. The purpose of this study is to examine students' alternative conceptions in the environmental science discipline through the analysis of responses of first year…

  8. The Concept of General Relativity is not Related to Reality

    Science.gov (United States)

    Kotas, Ronald

    2015-04-01

    The concept of general relativity is not related to reality. It is not real or factual Science. GR cannot account for objects falling to earth or for the weight of objects sitting on the earth. The Cavendish demonstration showing the attraction between two masses at right angles to earth's gravity, is not explained by GR. No one can prove the existence of ``space fabric.'' The concept of ``space time'' effects causing gravitational attraction between masses is wrong. Conservation law of energy - momentum does not exist in GR. LIGO fails in detecting ``gravity waves'' because there is no ``space fabric'' to transmit them. The Gravity B Probe data manipulated to show some effects, is not proof of ``space fabric.'' It is Nuclear Quantum Gravitation that provides clear definitive explanation of Gravity and Gravitation. It is harmonious with Newtonian and Quantum Mechanics, and Scientific Logic. Nuclear Quantum Gravitation has 10 clear, Scientific proofs and 21 more good indications. With this theory the Physical Forces are Unified. See: OBSCURANTISM ON EINSTEIN GRAVITATION? http://www.santilli-foundation.org/inconsistencies-gravitation.php and Einstein's Theory of Relativity versus Classical Mechanics, by Paul Marmet http://www.newtonphysics.on.ca/einstein/

  9. The Social Science Teacher. 1972. Collected Conference Papers: Social Science Concepts Classroom Methods.

    Science.gov (United States)

    Noble, Pat, Ed.; And Others

    Papers in this publication are collected from a conference on social science concepts and classroom methods which focused on the theories of Jerome Bruner. The first article, entitled "Jerome Bruner," outlines four of Bruner's themes--structure, readiness, intuition, and interest--which relate to cognitive learning. Three…

  10. Concept of hegemony in contemporary geopolitical science

    Directory of Open Access Journals (Sweden)

    M. A. Shepyelyev

    2017-07-01

    Full Text Available The article discusses the main conceptual approaches to understanding the nature and patterns of functioning and development of hegemony in international relations. Analysed the contribution to the development of research hegemony in international relations, which has made the school world-system analysis. According to its founder F. Braudel, the hegemony of the world is a manifestation of inequality, the latter reveals the structural realities that are approved very slowly, very slowly disappear. The concept of a follower of Fernand Braudel, Emmanuel Wallerstein, according to which the hegemony reflects the ability of a particular state to make one part of the international system to its customers, and the second - to drive into a defensive position. The development of the «modern world-system» is defined by Wallerstein changes hegemony. Wallerstein argues that the State has the ability to create a stable geopolitical system of unequal social division of powers, which are part of the normal functioning of the capitalist world-economy. It is also noted that the pattern of ups and downs of world leaders - hegemony - are considered in the research of many scientists, including George Modelski. He develops a theory about hundred-year cycle of global leadership, using the term «selection» to describe the process of competition and the adoption of this role. Among the concepts of hegemony also highlighted the Charles Krauthammer’s conception of monopolarity, on which the present geopolitical structure of the world after the «cold war» - one pole of world power , consisting of the United States as the top of the industrial West. Analyzed the  Piter Taylor’s conception of global hegemony, which distinguishes the competitive and non-competitive era, successive, and the Nail Ferguson’s conception of imperialism. The paper shows that the problem of hegemony in the 70-th years passed from the purely theoretical plane into practical politics

  11. On performing concepts during science lectures

    Science.gov (United States)

    Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael

    2007-01-01

    When lecturing, teachers make use of both verbal and nonverbal communication. What is called teaching, therefore, involves not only the words and sentences a teacher utters and writes on the board during a lesson, but also all the hands/arms gestures, body movements, and facial expressions a teacher performs in the classroom. All of these communicative modalities constitute resources that are made available to students for making sense of and learning from lectures. Yet in the literature on teaching science, these other means of communication are little investigated and understood - and, correspondingly, they are undertheorized. The purpose of this position paper is to argue for a different view of concepts in lectures: they are performed simultaneously drawing on and producing multiple resources that are different expressions of the same holistic meaning unit. To support our point, we provide examples from a database of 26 lectures in a 12th-grade biology class, where the human body was the main topic of study. We analyze how different types of resources - including verbal and nonverbal discourse and various material artifacts - interact during lectures. We provide evidence for the unified production of these various sense-making resources during teaching to constitute a meaning unit, and we emphasize particularly the use of gestures and body orientations inside this meaning unit. We suggest that proper analyses of meaning units need to take into account not only language and diagrams but also a lecturer's pointing and depicting gestures, body positions, and the relationships between these different modalities. Scientific knowledge (conceptions) exists in the concurrent display of all sense-making resources, which we, following Vygotsky, understand as forming a unit (identity) of nonidentical entities.

  12. A Comparison of Key Concepts in Data Analytics and Data Science

    Science.gov (United States)

    McMaster, Kirby; Rague, Brian; Wolthuis, Stuart L.; Sambasivam, Samuel

    2018-01-01

    This research study provides an examination of the relatively new fields of Data Analytics and Data Science. We compare word rates in Data Analytics and Data Science documents to determine which concepts are mentioned most often. The most frequent concept in both fields is "data." The word rate for "data" is more than twice the…

  13. Investigating the Interrelationships among Conceptions of, Approaches to, and Self-Efficacy in Learning Science

    Science.gov (United States)

    Zheng, Lanqin; Dong, Yan; Huang, Ronghuai; Chang, Chun-Yen; Bhagat, Kaushal Kumar

    2018-01-01

    The purpose of this study was to examine the relations between primary school students' conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students' conceptions of learning science,…

  14. Relativity concept inventory: Development, analysis, and results

    Directory of Open Access Journals (Sweden)

    J. S. Aslanides

    2013-05-01

    Full Text Available We report on a concept inventory for special relativity: the development process, data analysis methods, and results from an introductory relativity class. The Relativity Concept Inventory tests understanding of relativistic concepts. An unusual feature is confidence testing for each question. This can provide additional information; for example, high confidence correlated with incorrect answers suggests a misconception. A novel aspect of our data analysis is the use of Monte Carlo simulations to determine the significance of correlations. This approach is particularly useful for small sample sizes, such as ours. Our results show a gender bias that was not present in course assessment, similar to that reported for the Force Concept Inventory.

  15. Weight, Mass, and Gravity: Threshold Concepts in Learning Science

    Science.gov (United States)

    Bar, Varda; Brosh, Yaffa; Sneider, Cary

    2016-01-01

    Threshold concepts are essential ideas about the natural world that present either a barrier or a gateway to a deep understanding of science. Weight, mass, and gravity are threshold concepts that underpin students' abilities to understand important ideas in all fields of science, embodied in the performance expectations in the Next Generation…

  16. Science, Technology and Innovation: Concepts, Theory and Policy

    OpenAIRE

    Zehra Taşkın; Güleda Doğan

    2016-01-01

    This study is a review of the book entitled “Science, Technology and Innovation: Concepts, Theory and Policy”. In the converging world, the book is an important contribution not only for the field of economy, but also information science which includes information-economy concepts.

  17. THE CONCEPT OF SENCE IN THE WORLD, METAPHYSICS AND SCIENCE

    Directory of Open Access Journals (Sweden)

    Michal Sicinski

    2007-01-01

    Full Text Available The notion of objective sense is commonly used in various contexts, and is also frequently misused. It has been often criticised in the context of natural sciences during the last 200 years - the period of positivistically oriented science. In the ancient Greek philosophy the problem of Nature possessing its own sense was stressed, and from the problem the first germs of science started in the Ionic and Pythagorean schools. Contrary to that, Aristotelean approach initiated the positivist tradition which banned from science the question of Nature as possessing an internal sense, and the scholastics introduced a concept of Nature's sense being not intrinsic but granted to it by the divine action. The mathematisation of physics caused that the the divine action started to be interpreted as "mathematical", and in consequence, the sense of Nature was seen as expressed by mathematics. Later on, this mathematically expressed sense of Nature, as seen in physical theories, started to be perceived as independent from God and having not much to as supernatural: inside the mathematical science there was no place for any anthropomorphic Creators.Recently, however when in the newest physics the mathematical structures have already been perceived not only as a language but also as a kind of ultimate reality, a place for quasi-religious feeling of mystery hidden in these structures has been welcome. It means that within the field of modern physical theories there is no place for the traditional religious concepts, but there is a place for a kind of mystics of objective mathematics in the Pythagorean style, related to the modern "new spirituality" mysticism.The situation is completely different in the area of less mathematised branches like biology. The tensions between science and religion are strong there, and the alternative is as follows: traditional religiousness versus traditional atheism, but not a neutral science separated from religion versus a non

  18. Science Literacy: Concepts, Contexts, and Consequences

    Science.gov (United States)

    Snow, Catherine E., Ed.; Dibner, Kenne A., Ed.

    2016-01-01

    Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science--whether using knowledge or creating it--necessitates some level of familiarity with the enterprise and…

  19. Pre-Service Physics Teachers' Conceptions of Nature of Science

    Science.gov (United States)

    Buaraphan, Khajornsak

    2011-01-01

    Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS.…

  20. Teachers' and Students' Conceptions of Good Science Teaching

    Science.gov (United States)

    Yung, Benny Hin Wai; Zhu, Yan; Wong, Siu Ling; Cheng, Man Wai; Lo, Fei Yin

    2013-01-01

    Capitalizing on the comments made by teachers on videos of exemplary science teaching, a video-based survey instrument on the topic of "Density" was developed and used to investigate the conceptions of good science teaching held by 110 teachers and 4,024 year 7 students in Hong Kong. Six dimensions of good science teaching are identified…

  1. Vibronic coupling density and related concepts

    International Nuclear Information System (INIS)

    Sato, Tohru; Uejima, Motoyuki; Iwahara, Naoya; Haruta, Naoki; Shizu, Katsuyuki; Tanaka, Kazuyoshi

    2013-01-01

    Vibronic coupling density is derived from a general point of view as a one-electron property density. Related concepts as well as their applications are presented. Linear and nonlinear vibronic coupling density and related concepts, orbital vibronic coupling density, reduced vibronic coupling density, atomic vibronic coupling constant, and effective vibronic coupling density, illustrate the origin of vibronic couplings and enable us to design novel functional molecules or to elucidate chemical reactions. Transition dipole moment density is defined as an example of the one-electron property density. Vibronic coupling density and transition dipole moment density open a way to design light-emitting molecules with high efficiency.

  2. The self-concept of chiropractic students as science students

    Science.gov (United States)

    Shields, Robert F.

    2005-01-01

    Abstract Purpose To determine the self-concepts of chiropractic students as science students and if any personal variable affect their self-concepts. Participants Students in their first trimester and eighth trimester at the Los Angeles College of Chiropractic during the 1993 academic year (n=158). Methods Peterson-Yaakobi Q-Sort, National Assessment of Educational Progress, two-tailed T-test, one way analysis of variance and Spearman-rho correlation. Results The majority of students have positive self- concepts as science students and although there was a difference between the 2 trimesters, it was not significant. As a group they generally had less exposure to science compared to undergraduates from a selected science program. Variables of socio-economic status, undergraduate major, and highest completed level of education did not statistically affect their self-concept. Conclusion Chiropractic students had the self-concept that enables them to subscribe to the philosophical foundations of science and better engage in basic sciences and, later, science-based clinical research. Knowledge of this self- concept can be used in the development of a more rigorous basic science curricula and clinical research programs at chiropractic colleges with the ultimate goal of providing a more firm scientifically based foundation for the profession. PMID:19674649

  3. SKILL OF TEACHER CANDIDATES IN INTEGRATING THE CONCEPT OF SCIENCE WITH LOCAL WISDOM

    Directory of Open Access Journals (Sweden)

    Parmin -

    2015-11-01

    Full Text Available Learning science is not limited to reviewing the concepts, but strengthens the identity of a nation that has a diversity of cultures. Science learning objectives that have been set in Indonesia, including the student is able to apply the science wisely, to maintain and preserve the cultural survival. The study aims to measure students' ability to relate concepts of science with local knowledge to use mind maps compiled individually. The results showed that 85% of teacher candidates are able to determine the relationship of science and local knowledge correctly. The ability to link the two domains, through the literature review, observation and interviews.

  4. Investigating the Relationship between Teachers' Nature of Science Conceptions and Their Practice of Inquiry Science

    Science.gov (United States)

    Atar, Hakan Yavuz; Gallard, Alejandro

    2011-01-01

    In addition to recommending inquiry as the primary approach to teaching science, developers of recent reform efforts in science education have also strongly suggested that teachers develop a sound understanding of the nature of science. Most studies on teachers' NOS conceptions and inquiry beliefs investigated these concepts of teachers' NOS…

  5. Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2013-01-01

    This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

  6. Information science and its core concepts

    DEFF Research Database (Denmark)

    Hjørland, Birger

    2013-01-01

    One often encounters disagreements in information science (IS) (or library and information science, LIS), even disagreements about what might seem rather trivial questions. Such disagreements range from the designation of the field to questions such as whether IS is an academic discipline or not...... terminological hygiene” may account for some of the disagreements, but basically the problem is seen as a lack of sufficient strong centripetal tendencies keeping the field together....

  7. Future Science Teachers' Understandings of Diffusion and Osmosis Concepts

    Science.gov (United States)

    Tomazic, Iztok; Vidic, Tatjana

    2012-01-01

    The concepts of diffusion and osmosis cross the disciplinary boundaries of physics, chemistry and biology. They are important for understanding how biological systems function. Since future (pre-service) science teachers in Slovenia encounter both concepts at physics, chemistry and biology courses during their studies, we assessed the first-,…

  8. Explorers of the Universe: Metacognitive Tools for Learning Science Concepts

    Science.gov (United States)

    Alvarez, Marino C.

    1998-01-01

    Much of school learning consists of rote memorization of facts with little emphasis on meaningful interpretations. Knowledge construction is reduced to factual knowledge production with little regard for critical thinking, problem solving, or clarifying misconceptions. An important role of a middle and secondary teacher when teaching science is to aid students' ability to reflect upon what they know about a given topic and make available strategies that will enhance their understanding of text and science experiments. Developing metacognition, the ability to monitor one's own knowledge about a topic of study and to activate appropriate strategies, enhances students' learning when faced with reading, writing and problem solving situations. Two instructional strategies that can involve students in developing metacognitive awareness are hierarchical concept mapping, and Vee diagrams. Concept maps enable students to organize their ideas and reveal visually these ideas to others. A Vee diagram is a structured visual means of relating the methodological aspects of an activity to its underlying conceptual aspect in ways that aid learners in meaningful understanding of scientific investigations.

  9. Philosophical conceptions of the self: implications for cognitive science.

    Science.gov (United States)

    Gallagher

    2000-01-01

    Several recently developed philosophical approaches to the self promise to enhance the exchange of ideas between the philosophy of the mind and the other cognitive sciences. This review examines two important concepts of self: the 'minimal self', a self devoid of temporal extension, and the 'narrative self', which involves personal identity and continuity across time. The notion of a minimal self is first clarified by drawing a distinction between the sense of self-agency and the sense of self-ownership for actions. This distinction is then explored within the neurological domain with specific reference to schizophrenia, in which the sense of self-agency may be disrupted. The convergence between the philosophical debate and empirical study is extended in a discussion of more primitive aspects of self and how these relate to neonatal experience and robotics. The second concept of self, the narrative self, is discussed in the light of Gazzaniga's left-hemisphere 'interpreter' and episodic memory. Extensions of the idea of a narrative self that are consistent with neurological models are then considered. The review illustrates how the philosophical approach can inform cognitive science and suggests that a two-way collaboration may lead to a more fully developed account of the self.

  10. Key Concept Mathematics and Management Science Models

    Science.gov (United States)

    Macbeth, Thomas G.; Dery, George C.

    1973-01-01

    The presentation of topics in calculus and matrix algebra to second semester freshmen along with a treatment of exponential and power functions would permit them to cope with a significant portion of the mathematical concepts that comprise the essence of several disciplines in a business school curriculum. (Author)

  11. A concept analysis of relational aggression.

    Science.gov (United States)

    Gomes, M M

    2007-08-01

    The purpose of this article is to conduct a concept analysis of the phenomenon of relational aggression. With the increases in violence among our youth, the topic of aggression, and more specifically relational aggression, has gained an increasing interest. Discussion of relational aggression is imperative because it lends credence to a type of aggression not readily studied in previous decades. A new understanding of relational aggression will aide in future nursing and multidisciplinary research studies and will guide health promotion interventions to alleviate the consequences of relational aggression for adolescent girls. Therefore, with an increased knowledge about the consequences of relational aggression the nurse can provide appropriate nursing interventions to combat the detriment associated with it.

  12. Ducklings imprint on the relational concept of "same or different".

    Science.gov (United States)

    Martinho, Antone; Kacelnik, Alex

    2016-07-15

    The ability to identify and retain logical relations between stimuli and apply them to novel stimuli is known as relational concept learning. This has been demonstrated in a few animal species after extensive reinforcement training, and it reveals the brain's ability to deal with abstract properties. Here we describe relational concept learning in newborn ducklings without reinforced training. Newly hatched domesticated mallards that were briefly exposed to a pair of objects that were either the same or different in shape or color later preferred to follow pairs of new objects exhibiting the imprinted relation. Thus, even in a seemingly rigid and very rapid form of learning such as filial imprinting, the brain operates with abstract conceptual reasoning, a faculty often assumed to be reserved to highly intelligent organisms. Copyright © 2016, American Association for the Advancement of Science.

  13. Non-Determinism: An Abstract Concept in Computer Science Studies

    Science.gov (United States)

    Armoni, Michal; Gal-Ezer, Judith

    2007-01-01

    Non-determinism is one of the most important, yet abstract, recurring concepts of Computer Science. It plays an important role in Computer Science areas such as formal language theory, computability theory, distributed computing, and operating systems. We conducted a series of studies on the perception of non-determinism. In the current research,…

  14. [Conception of the history of science in the interpretation of Bogdan Suchodolski].

    Science.gov (United States)

    Lietz, Natalia

    2011-01-01

    In the article is presented the conception of the history of science in the interpretation of Bogdan Suchodolski. Having described the conception of the history of science created by George Sarton (1884-1956), whose thought was influenced by positivistic philosophy of August Comte, the idea of the history of science of Johan Nordstr6m (1891-1967), who was inspired by the system of Wilhelm Dilthey, and the materialistic conception of the history of science, which was represented, among others, by John Desmond Bernal (1901-1971), the author is making an attempt at revealing to what extent Bogdan Suchodolski was inspired by the above-mentioned visions of the history of science. Having defined the history of science as the history of scientific activity of people and their consciousness formed by the activity, Bogdan Suchodolski applied in the field of his own conception of the history of science the ideas that were put forward by German thinkers and philosophers, and were connected with a way of understanding culture as the constant development of national awareness, which can be exemplified with different dimensions of culture. Undoubtedly, identifying the history of Polish science with constitutive element of the history of national culture and paying attention to the conceptions tending not only to explaining, but also understanding phenomena, B. Suchodolski was influenced by Alfred Vierkandt's and Wilhelm Dilthey's thought. The present article includes several reflections on the conception of the history of science, which was created by B. Suchodolski. Among others, we can find here detailed information on how B. Suchodolski understood: the history of science, its subject, aim and methodology; its status in modern social consciousness and as the history of truth; relations between history of science and theory of science and scientific policy, history of science and the problem of unity and diversity of scientific thinking, history of science and ideas, history of

  15. The Nature of Science in Science Curricula: Methods and Concepts of Analysis

    Science.gov (United States)

    Ferreira, Sílvia; Morais, Ana M.

    2013-01-01

    The article shows methods and concepts of analysis of the nature of science in science curricula through an exemplary study made in Portugal. The study analyses the extent to which the message transmitted by the Natural Science curriculum for Portuguese middle school considers the nature of science. It is epistemologically and sociologically…

  16. An Overview of the Jupiter Europa Orbiter Concept's Europa Science Phase Orbit Design

    Science.gov (United States)

    Lock, Robert E.; Ludwinski, Jan M.; Petropoulos, Anastassios E.; Clark, Karla B.; Pappalardo, Robert T.

    2009-01-01

    Jupiter Europa Orbiter (JEO), the proposed NASA element of the proposed joint NASA-ESA Europa Jupiter System Mission (EJSM), could launch in February 2020 and conceivably arrive at Jupiter in December of 2025. The concept is to perform a multi-year study of Europa and the Jupiter system, including 30 months of Jupiter system science and a comprehensive Europa orbit phase of 9 months. This paper provides an overview of the JEO concept and describes the Europa Science phase orbit design and the related science priorities, model pay-load and operations scenarios needed to conduct the Europa Science phase. This overview is for planning and discussion purposes only.

  17. Return on Investment in Public Relations: A critique of concepts used by practitioners from the perspectives of communication and management sciences

    OpenAIRE

    Watson, Tom; Zerfass, Ansgar

    2011-01-01

    Return on Investment (ROI) is a term commonly and non-specifically used by public relations practitioners when discussing the value to be created from communication activities. It mimics business language, particularly from business administration and financial management, but does not figure widely in academic discourse (Watson, 2005). \\ud The Institute for Public Relations [now CIPR] undertook a review of ROI practice in the United Kingdom (IPR/CDF 2004) and Likely, Rockland and Weiner (200...

  18. Investigation of Preservice Science Teachers' Comprehension of the Star, Sun, Comet and Constellation Concepts

    Science.gov (United States)

    Cevik, Ebru Ezberci; Kurnaz, Mehmet Altan

    2017-01-01

    The purpose of this study is to reveal preservice science teachers' perceptions related to the sun, star, comet and constellation concepts. The research was carried out by 56 preservice science teachers (4th grade) at Kastamonu University taking astronomy course in 2014-2015 academic year. For data collection open-ended questions that required…

  19. Third International Conference on Inverse Design Concepts and Optimization in Engineering Sciences (ICIDES-3)

    Science.gov (United States)

    Dulikravich, George S. (Editor)

    1991-01-01

    Papers from the Third International Conference on Inverse Design Concepts and Optimization in Engineering Sciences (ICIDES) are presented. The papers discuss current research in the general field of inverse, semi-inverse, and direct design and optimization in engineering sciences. The rapid growth of this relatively new field is due to the availability of faster and larger computing machines.

  20. Science and Technology Text Mining Basic Concepts

    National Research Council Canada - National Science Library

    Losiewicz, Paul

    2003-01-01

    ...). It then presents some of the most widely used data and text mining techniques, including clustering and classification methods, such as nearest neighbor, relational learning models, and genetic...

  1. Investigating inquiry beliefs and nature of science (NOS) conceptions of science teachers as revealed through online learning

    Science.gov (United States)

    Atar, Hakan Yavuz

    Creating a scientifically literate society appears to be the major goal of recent science education reform efforts (Abd-El-Khalick, Boujaoude, Dushl, Lederman, Hofstein, Niaz, Tregust, & Tuan, 2004). Recent national reports in the U.S, such as Shaping the Future, New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF,1996), Inquiry in Science and In Classroom, Inquiry and the National Science Education Standards (NRC, 2001), Pursuing excellence: Comparison of international eight-grade mathematics and science achievement from a U.S. perspective (NCES, 2001), and Standards for Science Teacher Preparation (NSTA 2003) appear to agree on one thing: the vision of creating a scientifically literate society. It appears from science education literature that the two important components of being a scientifically literate individual are developing an understanding of nature of science and ability to conduct scientific inquiries. Unfortunately, even though teaching science through inquiry has been recommended in national reports since the 1950's, it has yet to find its way into many science classrooms (Blanchard, 2006; Yerrick, 2000). Science education literature identfies several factors for this including: (1) lack of content knowledge (Anderson, 2002; Lee, Hart Cuevas, & Enders, 2004; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Moscovici, 1999; Smith & Naele, 1989; Smith, 1989); (2) high stake tests (Aydeniz, 2006); (3) teachers' conflicting beliefs with inquiry-based science education reform (Blanchard, 2006; Wallace & Kang, 2004); and, (4) lack of collaboration and forums for communication (Anderson, 2002; Davis, 2003; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Wallace & Kang, 2004). In addition to the factors stated above this study suggest that some of the issues and problems that have impeded inquiry instruction to become the primary approach to teaching science in many science classrooms might be related to

  2. Computing as Empirical Science – Evolution of a Concept

    Directory of Open Access Journals (Sweden)

    Polak Paweł

    2016-12-01

    Full Text Available This article presents the evolution of philosophical and methodological considerations concerning empiricism in computer/computing science. In this study, we trace the most important current events in the history of reflection on computing. The forerunners of Artificial Intelligence H.A. Simon and A. Newell in their paper Computer Science As Empirical Inquiry (1975 started these considerations. Later the concept of empirical computer science was developed by S.S. Shapiro, P. Wegner, A.H. Eden and P.J. Denning. They showed various empirical aspects of computing. This led to a view of the science of computing (or science of information processing - the science of general scope. Some interesting contemporary ways towards a generalized perspective on computations were also shown (e.g. natural computing.

  3. Judeo-Christian concepts related to psychiatry

    Science.gov (United States)

    Ponnudurai, R.

    2013-01-01

    The behavioral manifestations of psychotic disorders that are attributed to evil spirits in the Judeo-Christian scriptures as demonstrated by Jesus Christ have been narrated. The descriptions of false beliefs and the perceptual experiences that are consistent with the psychiatric terminologies “delusions and hallucinations” are briefly discussed. Attempt has been made to analyze the patterns of suicidal behaviors, guilt feelings, and, expressions of depressive symptoms in the Jewish culture. Of interest is the mass suicide by the Jews in the 1st century AD at the Fort Masada, perhaps the first of its kind recorded in the history. Noteworthy are alcohol and related mental health problems prevalent in the Jewish culture. While highlighting the descriptions of dreams and their revelations recorded in the Bible, it is suggested that such concepts about dreams might have influenced Sigmund Freud's classical works on dreams. The biblical messages and teachings that could be applied for psychotherapy and behavior modification strategies have been outlined. The mental concepts of Jewish culture and their relevance to Indian culture have also been discussed from a cross-cultural perspective. PMID:23858255

  4. Advancing Uncertainty: Untangling and Discerning Related Concepts

    Directory of Open Access Journals (Sweden)

    Janice Penrod

    2002-12-01

    Full Text Available Methods of advancing concepts within the qualitative paradigm have been developed and articulated. In this section, I describe methodological perspectives of a project designed to advance the concept of uncertainty using multiple qualitative methods. Through a series of earlier studies, the concept of uncertainty arose repeatedly in varied contexts, working its way into prominence, and warranting further investigation. Processes of advanced concept analysis were used to initiate the formal investigation into the meaning of the concept. Through concept analysis, the concept was deconstructed to identify conceptual components and gaps in understanding. Using this skeletal framework of the concept identified through concept analysis, subsequent studies were carried out to add ‘flesh’ to the concept. First, a concept refinement using the literature as data was completed. Findings revealed that the current state of the concept of uncertainty failed to incorporate what was known of the lived experience. Therefore, using interview techniques as the primary data source, a phenomenological study of uncertainty among caregivers was conducted. Incorporating the findings of the phenomenology, the skeletal framework of the concept was further fleshed out using techniques of concept correction to produce a more mature conceptualization of uncertainty. In this section, I describe the flow of this qualitative project investigating the concept of uncertainty, with special emphasis on a particular threat to validity (called conceptual tunnel vision that was identified and addressed during the phases of concept correction. Though in this article I employ a study of uncertainty for illustration, limited substantive findings regarding uncertainty are presented to retain a clear focus on the methodological issues.

  5. Advancing Uncertainty: Untangling and Discerning Related Concepts

    OpenAIRE

    Janice Penrod

    2002-01-01

    Methods of advancing concepts within the qualitative paradigm have been developed and articulated. In this section, I describe methodological perspectives of a project designed to advance the concept of uncertainty using multiple qualitative methods. Through a series of earlier studies, the concept of uncertainty arose repeatedly in varied contexts, working its way into prominence, and warranting further investigation. Processes of advanced concept analysis were used to initiate the formal in...

  6. Science teacher’s idea about environmental concepts in science learning as the first step of science teacher training

    Science.gov (United States)

    Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

    2018-05-01

    To refresh natural environmental concepts in science, science teacher have to attend a teacher training. In teacher training, all participant can have a good sharing and discussion with other science teacher. This study is the first step of science teacher training program held by education foundation in Bandung and attended by 20 science teacher from 18 Junior High School. The major aim of this study is gathering science teacher’s idea of environmental concepts. The core of questions used in this study are basic competencies linked with environmental concepts, environmental concepts that difficult to explain, the action to overcome difficulties and references in teaching environmental concepts. There are four major findings in this study. First finding, most environmental concepts are taught in 7th grade. Second finding, most difficult environmental concepts are found in 7th grade. Third finding, there are five actions to overcome difficulties. Fourth finding, science teacher use at least four references in mastering environmental concepts. After all, teacher training can be a solution to reduce difficulties in teaching environmental concepts.

  7. Science Shops - a concept for community based learning

    DEFF Research Database (Denmark)

    Jørgensen, Michael Søgaard; Hende, Merete

    2001-01-01

    Experience from science shops show that besides assisting citizen groups, science shops can also contribute to the development of university curricula and research. The paper is based on an investigation of the impact of science shops on university curricula and research through a questionnaire...... sent out to science shops and through follow-up interviews with employees from nine different university based science shops. These science shops had in the questionnaire indicated that the science shop in one way or the other has had impact on university curricula and/or research. This paper focuses...... on the impact on university curricula. The case studies have been supplemented with articles and reports. The analysis has focused on the kind of impact, which the science shops have reported, and has tried to relate the impact to the local history of the science shop. One direct impact on the curricula...

  8. State of the science of maternal-infant bonding: a principle-based concept analysis.

    Science.gov (United States)

    Bicking Kinsey, Cara; Hupcey, Judith E

    2013-12-01

    to provide a principle-based analysis of the concept of maternal-infant bonding. principle-based method of concept analysis for which the data set included 44 articles published in the last decade from Pubmed, CINAHL, and PyschINFO/PsychARTICLES. literature inclusion criteria were English language, articles published in the last decade, peer-reviewed journal articles and commentary on published work, and human populations. after a brief review of the history of maternal-infant bonding, a principle-based concept analysis was completed to examine the state of the science with regard to this concept. The concept was critically examined according to the clarity of definition (epistemological principle), applicability of the concept (pragmatic principle), consistency in use and meaning (linguistic principle), and differentiation of the concept from related concepts (logical principle). Analysis of the concept revealed: (1) Maternal-infant bonding describes maternal feelings and emotions towards her infant. Evidence that the concept encompasses behavioural or biological components was limited. (2) The concept is clearly operationalised in the affective domain. (3) Maternal-infant bonding is linguistically confused with attachment, although the boundaries between the concepts are clearly delineated. despite widespread use of the concept, maternal-infant bonding is at times superficially developed and subject to confusion with related concepts. Concept clarification is warranted. A theoretical definition of the concept of maternal-infant bonding was developed to aid in the clarification, but more research is necessary to further clarify and advance the concept. nurse midwives and other practitioners should use the theoretical definition of maternal-infant bonding as a preliminary guide to identification and understanding of the concept in clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

  9. Learning of science concepts within a traditional socio-cultural ...

    African Journals Online (AJOL)

    The learning of science concepts within a traditional socio-cultural environment were investigated by looking at: 1) the nature of \\"cognitive border crossing\\" exhibited by the students from the traditional to the scientific worldview, and 2) whether or not three learning theories / hypotheses: border crossing, collaterality, and ...

  10. Students' Self-Concept and Their Achievement in Basic Science ...

    African Journals Online (AJOL)

    The study investigated the relationship between students self-concept andtheir academic performance in Basic Science. It further examines genderdifference in students performance. The study adopted ex-post factorresearch design and made use of 300 students all from Public Schools. Theadapted Version of ...

  11. Parental influences on students' self-concept, task value beliefs, and achievement in science.

    Science.gov (United States)

    Senler, Burcu; Sungur, Semra

    2009-05-01

    The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

  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 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

  13. Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science

    Science.gov (United States)

    Wang, Ya-Ling; Tsai, Chin-Chung

    2017-08-01

    Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, memorizing, testing, and calculating and practicing were categorized as reproductive conceptions of learning science, while increase of knowledge, applying, understanding and seeing-in-a-new-way were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed understanding, seeing-in-a-new-way, and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between testing and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and deep motive were tighter with the increase in grade level.

  14. The concept verification testing of materials science payloads

    Science.gov (United States)

    Griner, C. S.; Johnston, M. H.; Whitaker, A.

    1976-01-01

    The concept Verification Testing (CVT) project at the Marshall Space Flight Center, Alabama, is a developmental activity that supports Shuttle Payload Projects such as Spacelab. It provides an operational 1-g environment for testing NASA and other agency experiment and support systems concepts that may be used in shuttle. A dedicated Materials Science Payload was tested in the General Purpose Laboratory to assess the requirements of a space processing payload on a Spacelab type facility. Physical and functional integration of the experiments into the facility was studied, and the impact of the experiments on the facility (and vice versa) was evaluated. A follow-up test designated CVT Test IVA was also held. The purpose of this test was to repeat Test IV experiments with a crew composed of selected and trained scientists. These personnel were not required to have prior knowledge of the materials science disciplines, but were required to have a basic knowledge of science and the scientific method.

  15. Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation

    Science.gov (United States)

    Bulunuz, Nermin; Jarrett, Olga S.

    2009-01-01

    This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations,…

  16. Toward using games to teach fundamental computer science concepts

    Science.gov (United States)

    Edgington, Jeffrey Michael

    Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. We present an investigation where computer games are used to teach two fundamental computer science concepts: boolean expressions and recursion. The games are intended to teach the concepts and not how to implement them in a programming language. For this investigation, two computer games were created. One is designed to teach basic boolean expressions and operators and the other to teach fundamental concepts of recursion. We describe the design and implementation of both games. We evaluate the effectiveness of these games using before and after surveys. The surveys were designed to ascertain basic understanding, attitudes and beliefs regarding the concepts. The boolean game was evaluated with local high school students and students in a college level introductory computer science course. The recursion game was evaluated with students in a college level introductory computer science course. We present the analysis of the collected survey information for both games. This analysis shows a significant positive change in student attitude towards recursion and modest gains in student learning outcomes for both topics.

  17. Action Relations. Basic Design Concepts for Behaviour Modelling and Refinement.

    NARCIS (Netherlands)

    Quartel, Dick

    This thesis presents basic design concepts, design methods and a basic design language for distributed system behaviours. This language is based on two basic concepts: the action concept and the causality relation concept. Our methods focus on behaviour refinement, which consists of replacing an

  18. Knowledge representation and communication with concept maps in teacher training of science and technology

    Directory of Open Access Journals (Sweden)

    Pontes Pedrajas, Alfonso

    2012-01-01

    Full Text Available This paper shows the development of an educational innovation that we have made in the context of initial teacher training for secondary education of science and technology. In this educational experience computing resources and concept maps are used to develop teaching skills related to knowledge representation, oral communication, teamwork and practical use of ICT in the classroom. Initial results indicate that future teachers value positively the use of concept maps and computer resources as useful tools for teacher training.

  19. The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school

    Science.gov (United States)

    Dosanjh, Navdeep Kaur

    2011-12-01

    There is great concern over students' poor science achievement in the United States. Due to the lack of science achievement, students are not pursing science related careers resulting in an increase in outsourcing to other countries. Learning strategies such as concept mapping may ameliorate this situation by providing students with tools that encourage meaningful learning. The purpose of this quasi-experimental study was to measure the effects of three concept mapping learning strategies (concept identifying, proposition identifying, student generated) on urban middle school students' understanding of the circulatory system. Three intact classes of seventh-grade students were assigned to one of the three concept mapping strategies. The students were given a pretest on the circulatory system then learned and used their respective concept mapping strategies while learning about the circulatory system. At the conclusion of the study, students' science achievement was measured by performance on an achievement test and rubric scores of their respective concept identifying, proposition identifying, and student generated concept maps. The results of the study suggest that all three of the concept mapping strategies are effective in increasing students' science achievement. Additionally, the moderate significant correlations between the posttest and concept map scores of the current study established that concept maps are a useful measure of student knowledge. Lastly, the results of the current study also suggest that the concept identifying mapping strategy may be a useful scaffold in instructing students how to develop student generated concept maps.

  20. Planetary Science Education - Workshop Concepts for Classrooms and Internships

    Science.gov (United States)

    Musiol, S.; Rosenberg, H.; Rohwer, G.; Balthasar, H.; van Gasselt, S.

    2014-12-01

    In Germany, education in astronomy and planetary sciences is limited to very few schools or universities and is actively pursued by only selected research groups. Our group is situated at the Freie Universität Berlin and we are actively involved in space missions such as Mars Express, Cassini in the Saturnian system, and DAWN at Vesta and Ceres. In order to enhance communication and establish a broader basis for building up knowledge on our solar-system neighborhood, we started to offer educational outreach in the form of workshops for groups of up to 20 students from primary/middle schools to high schools. Small group sizes guarantee practical, interactive, and dialog-based working environments as well as a high level of motivation. Several topical workshops have been designed which are targeted at different age groups and which consider different educational background settings. One workshop called "Impact craters on planets and moons" provides a group-oriented setting in which 3-4 students analyze spacecraft images showing diverse shapes of impact craters on planetary surfaces. It is targeted not only at promoting knowledge about processes on planetary surfaces but it also stimulates visual interpretation skills, 3D viewing and reading of map data. A second workshop "We plan a manned mission to Mars" aims at fostering practical team work by designing simple space mission scenarios which are solved within a team by collaboration and responsibility. A practical outdoor activity called "Everything rotates around the Sun" targets at developing a perception of absolute - but in particular relative - sizes, scales and dimensions of objects in our solar system. Yet another workshop "Craters, volcanoes and co. - become a geologist on Mars" was offered at the annual national "Girls' Day" aiming at motivating primary to middle school girls to deal with topics in classical natural sciences. Small groups investigated and interpreted geomorphologic features in image data of

  1. Students' conceptions of evidence during a university introductory forensic science course

    Science.gov (United States)

    Yeshion, Theodore Elliot

    Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are

  2. An Empirical Study of Relationships between Student Self-Concept and Science Achievement in Hong Kong

    Science.gov (United States)

    Wang, Jianjun; Oliver, Steve; Garcia, Augustine

    2004-01-01

    Positive self-concept and good understanding of science are important indicators of scientific literacy endorsed by professional organizations. The existing research literature suggests that these two indicators are reciprocally related and mutually reinforcing. Generalization of the reciprocal model demands empirical studies in different…

  3. Examining student conceptions of the nature of science from two project-based classrooms

    Science.gov (United States)

    Moss, David M.

    The purpose of this research was to develop descriptive accounts of precollege students' conceptions of the nature of science from two project-based classrooms, and track those conceptions over the course of an academic year. A model of the nature of science was developed and served as the criterion by which students' beliefs were evaluated. The model distinguishes between two major categories of science, the nature of the scientific enterprise and the nature of scientific knowledge. Five students were selected from each class and interviewed individually for 30-45 minutes each, six times over the year. Data from semi-structured, formal interviewing consisted of audio-recorded interviews which were transcribed verbatim. All passages were coded using codes which corresponded to the premises of the model of the nature of science. Passages in the transcripts were interpreted to develop a summary of the students' conceptions over the year. Qualitative methodologies, especially formal interviewing in conjunction with participant observation, were effective for uncovering students' conceptions of the nature of science, adding to the knowledge base in this field. The research design of the current study was a significant factor in explaining the inconsistencies seen between findings from this study and the literature. This study finds that participants at both classroom sites held fully formed conceptions of the nature of science for approximately 40 percent of the premises across the model. For two-thirds of the elements which comprise the premises, participants held full understandings. Participants held more complete understandings of the nature of scientific knowledge than the nature of the scientific enterprise. Most participants had difficulty distinguishing between science and non-science and held poor understandings of the role of questions in science. Students' beliefs generally remained unchanged over the year. When their conceptions did evolve, project

  4. Mars Science Laboratory Using Laser Instrument, Artist's Concept

    Science.gov (United States)

    2007-01-01

    This artist's conception of NASA's Mars Science Laboratory portrays use of the rover's ChemCam instrument to identify the chemical composition of a rock sample on the surface of Mars. ChemCam is innovative for planetary exploration in using a technique referred to as laser breakdown spectroscopy to determine the chemical composition of samples from distances of up to about 8 meters (25 feet) away. ChemCam is led by a team at the Los Alamos National Laboratory and the Centre d'Etude Spatiale des Rayonnements in Toulouse, France. Mars Science Laboratory, a mobile robot for investigating Mars' past or present ability to sustain microbial life, is in development at NASA's Jet Propulsion Laboratory for a launch opportunity in 2009. The mission is managed by JPL, a division of the California Institute of Technology, Pasadena, Calif., for the NASA Science Mission Directorate, Washington.

  5. The concept of competence and its relevance for science, technology, and mathematics education

    DEFF Research Database (Denmark)

    Ropohl, Mathias; Nielsen, Jan Alexis; Olley, Christopher

    2018-01-01

    . In contrast to earlier ed-ucational goals that focused more on basic skills and knowledge expectations, competences are more functionally oriented. They involve the ability to solve complex problems in a particular context, e.g. in vocational or everyday situations. In science, technology, and mathematics...... education, the concept of competence is closely linked to the concept of literacy. Apart from these rather cognitive and af-fective perspectives influenced by the need to assess students’ achievement of de-sired learning goals in relation to their interest and motivation, the perspectives of the concept...

  6. Enacting the social relations of science

    DEFF Research Database (Denmark)

    Nielsen, Kristian Hvidtfelt

    2008-01-01

    This article investigates the writings of Danish science journalist Børge Michelsen from 1939 to 1956. As part of the international social relations of science movement in the period, Michelsen transformed science journalism from mere reporting on issues pertaining to science into performing...... the social function of science journalism: advancing and enacting the social relations of science. Based on analyses of Michelsen's articles and other initiatives, this study suggests that the social function of science journalism practiced by Michelsen showed many new and conflicting aspects. From...... new links to reinforce mutual relations between scientists and policy-makers, between scientists and journalists, and between science and the public. Finally, in the concluding remarks, the contemporary significance of Michelsen's social function of science journalism is discussed....

  7. Concept Analysis and the Advance of Nursing Knowledge: State of the Science.

    Science.gov (United States)

    Rodgers, Beth L; Jacelon, Cynthia S; Knafl, Kathleen A

    2018-04-24

    Despite an overwhelming increase in the number of concept analyses published since the early 1970s, there are significant limitations to the impact of this work in promoting progress in nursing science. We conducted an extensive review of concept analyses published between 1972 and 2017 to identify patterns in analysis and followed this with exploration of an exemplar related to the concept of normalization to demonstrate the capabilities of analysis for promoting concept development and progress. Scoping review of peer-reviewed literature published in the Cumulative Index to Nursing and Allied Health Literature (CINAHL) in which the terms "concept analysis," "concept clarification," and "concept derivation" appeared in any part of the reference. The original search returned 3,489 articles. This initial pool was refined to a final sample of 958 articles published in 223 journals and addressing 604 concepts. A review of citations of the original analysis of the concept of normalization resulted in 75 articles selected for closer examination of the process of concept development. Review showed a clear pattern of repetition of analysis of the same concept, growth in number of published analyses, preponderance of first authors with master's degrees, and 43 distinct descriptions of methods. Review of the 75 citations to the normalization analysis identified multiple ways concept analysis can inform subsequent research and theory development. Conceptual work needs to move beyond the level of "concept analysis" involving clear linkage to the resolution of problems in the discipline. Conceptual work is an important component of progress in the knowledge base of a discipline, and more effective use of concept development activities are needed to maximize the potential of this important work. It is important to the discipline that we facilitate progress in nursing science on a theoretical and conceptual level as a part of cohesive and systematic development of the discipline

  8. Elucidating elementary science teachers' conceptions of the nature of science: A view to beliefs about both science and teaching

    Science.gov (United States)

    Keske, Kristina Palmer

    The purpose of this interpretive case study was to elucidate the conceptions of the nature of science held by seven elementary science teachers. The constructivist paradigm provided the philosophical and methodological foundation for the study. Interviews were employed to collect data from the participants about their formal and informal experiences with science. In addition, the participants contributed their perspectives on four aspects of the nature of science: what is science; who is a scientist; what are the methods of science; and how is scientific knowledge constructed. Data analysis not only revealed these teachers' views of science, but also provided insights into how they viewed science teaching. Four themes emerged from the data. The first theme developed around the participants' portrayals of the content of science, with participant views falling on a continuum of limited to universal application of science as procedure. The second theme dealt with the participants' views of the absolute nature of scientific knowledge. Participants' perceptions of the tentative nature of science teaching provided the basis for the third theme concerning the need for absolutes in practice. The fourth theme drew parallels between participants' views of science and science teaching, with two participants demonstrating a consistency in beliefs about knowledge construction across contexts. This study revealed both personal and contextual factors which impacted how the participants saw science and science teaching. Many of the participants' memories of formal science revolved around the memorization of content and were viewed negatively. All the participants had limited formal training in science. Of the seven participants, only two had chosen to be science teachers at the beginning of their careers. The participants' limited formal experiences with science provided little time for exploration into historical, philosophical, and sociological studies of science, a necessary

  9. Information in Our World: Conceptions of Information and Problems of Method in Information Science

    Science.gov (United States)

    Ma, Lai

    2012-01-01

    Many concepts of information have been proposed and discussed in library and information science. These concepts of information can be broadly categorized as empirical and situational information. Unlike nomenclatures in many sciences, however, the concept of information in library and information science does not bear a generally accepted…

  10. Crowd science and engineering: concept and research framework

    Directory of Open Access Journals (Sweden)

    Yueting Chai

    2017-03-01

    Full Text Available Purpose – The synthetic application and interaction of/between the internet, Internet of Things, cloud computing, big data, Industry 4.0 and other new patterns and new technologies shall breed future Web-based industrial operation system and social operation management patterns, manifesting as a crowd cyber eco-system composed of multiple interconnected intelligent agents (enterprises, individuals and governmental agencies and its dynamic behaviors. This paper aims to explore the basic principles and laws of such a system and its behavior. Design/methodology/approach – The authors propose the concepts of crowd science and engineering (CSE and expound its main content, thus forming a research framework of theories and methodologies of crowd science. Findings – CSE is expected to substantially promote the formation and development of crowd science and thus lay a foundation for the advancement of Web-based industrial operation system and social operation management patterns. Originality/value – This paper is the first one to propose the concepts of CSE, which lights the beacon for the future research in this area.

  11. Relationship of sex, achievement, and science self-concept to the science career preferences of black students

    Science.gov (United States)

    Jacobowitz, Tina

    Science career preferences of junior high school-aged students, while not stable predictors of ultimate career choice, do serve to direct and maintain individuals along the paths to careers in science. In this study, factors relevant to science career preferences of black eighth grade students were investigated. This issue is of particular import to blacks since they are severely underrepresented in the scientific fields. The sample consisted of 113 males and 148 females in an inner city junior high school. The Science Career Preference Scale, the Peabody Picture Vocabulary Test, and the Self-Concept of Ability Scale (Form B-Science) were administered. Mathematics and science grades were obtained from class rating sheets. Treatment of the data involved multiple regression analysis according to a hierarchical model. Results showed that of all the independent variables, sex was the strongest predictor of science career preferences, accounting for 25% of the criterion variance. The findings suggest that early adolescent science career preferences are related more to interests that are consonant with sex-role considerations than realistic assessment of mathematics or science achievement.

  12. Action Relations. Basic Design Concepts for Behaviour Modelling and Refinement.

    OpenAIRE

    Quartel, Dick

    1998-01-01

    This thesis presents basic design concepts, design methods and a basic design language for distributed system behaviours. This language is based on two basic concepts: the action concept and the causality relation concept. Our methods focus on behaviour refinement, which consists of replacing an abstract behaviour by a more concrete behaviour, such that the concrete behaviour conforms to the abstract behaviour. An important idea underlying this thesis is that an effective design methodology s...

  13. Comment on "Ducklings imprint on the relational concept of 'same or different'".

    Science.gov (United States)

    Langbein, Jan; Puppe, Birger

    2017-02-24

    Martinho and Kacelnik (Reports, 15 July 2016, p. 286) reported that newly hatched ducklings imprinted on relational concepts. We argue that reanalyzing the data at the individual level shows that this conclusion cannot be applied for all sets of stimuli presented and that the ability to grasp relational concepts is limited to the stimulus category that is most beneficial for survival. Copyright © 2017, American Association for the Advancement of Science.

  14. Procedural Content Generation: Concepts and Related Works

    Directory of Open Access Journals (Sweden)

    MARIÑO, J. R. H.

    2016-12-01

    Full Text Available The digital games market is growing every year and game development is becoming increasingly complex. Thus, scalability in content generation may require the work of a team with hundreds of people. Procedural Content Generation (PCG comes as an alternative to decrease costs and accelerate the process of game production by creating content automatically or semi-automatically. This article presents some concepts and reviews works developed in PCG, aiming to provide a starting point for those interested in learning and going deeper in the subject of PCG for digital games.

  15. Brazilian science teachers conceptions about the world situation

    Directory of Open Access Journals (Sweden)

    Maria Lúcia Vital dos Santos Abib

    2000-09-01

    Full Text Available Recognizing the urgent need of a scientific education thet would provide for citizen participation in decision making regarding problems that affect our survival, this paper reports teachers perceptions about problems that affect the future of human kind and life in our planet. Taking as reference recent studies which approach this issue globally, we analyse science teachers conceptions concerning the present world situation. Results show a fragmentary character and an insufficient conscientization of the extent and serioussness of the problems. This finding points at the need of formative actions that would provide teachers with a more adequate perspection of those problems and of possible solutions.

  16. The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

    Science.gov (United States)

    Kwon, So Young

    Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However

  17. Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

    Science.gov (United States)

    Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie

    2005-01-01

    Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the…

  18. Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

    Science.gov (United States)

    Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

    2018-01-01

    This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

  19. Concept similarity and related categories in information retrieval using formal concept analysis

    Science.gov (United States)

    Eklund, P.; Ducrou, J.; Dau, F.

    2012-11-01

    The application of formal concept analysis to the problem of information retrieval has been shown useful but has lacked any real analysis of the idea of relevance ranking of search results. SearchSleuth is a program developed to experiment with the automated local analysis of Web search using formal concept analysis. SearchSleuth extends a standard search interface to include a conceptual neighbourhood centred on a formal concept derived from the initial query. This neighbourhood of the concept derived from the search terms is decorated with its upper and lower neighbours representing more general and special concepts, respectively. SearchSleuth is in many ways an archetype of search engines based on formal concept analysis with some novel features. In SearchSleuth, the notion of related categories - which are themselves formal concepts - is also introduced. This allows the retrieval focus to shift to a new formal concept called a sibling. This movement across the concept lattice needs to relate one formal concept to another in a principled way. This paper presents the issues concerning exploring, searching, and ordering the space of related categories. The focus is on understanding the use and meaning of proximity and semantic distance in the context of information retrieval using formal concept analysis.

  20. The clinical popularity of object relations concepts.

    Science.gov (United States)

    Friedman, L

    1988-10-01

    Object relations theory has the effect of supporting the psychoanalyst when he feels that the patient's effort is strongly opposed to his own. The current popularity of object relations theory may be related to the gradual disappearance from Freudian theory of a simple, clear image of an obligatory insistence by the patient that is useful even though it is unreflective. Object relations theory offers the practitioner a way of fortifying himself against blind demand, while newer Freudian theorists cope with the problem by orienting themselves more stringently toward the original paradigm of optional choice.

  1. Correlation of Students' Brain Types to Their Conceptions of Learning Science and Approaches to Learning Science

    Science.gov (United States)

    Park, Jiyeon; Jeon, Dongryul

    2015-01-01

    The systemizing and empathizing brain type represent two contrasted students' characteristics. The present study investigated differences in the conceptions and approaches to learning science between the systemizing and empathizing brain type students. The instruments are questionnaires on the systematizing and empathizing, questionnaires on the…

  2. Discovering Related Clinical Concepts Using Large Amounts of Clinical Notes.

    Science.gov (United States)

    Ganesan, Kavita; Lloyd, Shane; Sarkar, Vikren

    2016-01-01

    The ability to find highly related clinical concepts is essential for many applications such as for hypothesis generation, query expansion for medical literature search, search results filtering, ICD-10 code filtering and many other applications. While manually constructed medical terminologies such as SNOMED CT can surface certain related concepts, these terminologies are inadequate as they depend on expertise of several subject matter experts making the terminology curation process open to geographic and language bias. In addition, these terminologies also provide no quantifiable evidence on how related the concepts are. In this work, we explore an unsupervised graphical approach to mine related concepts by leveraging the volume within large amounts of clinical notes. Our evaluation shows that we are able to use a data driven approach to discovering highly related concepts for various search terms including medications, symptoms and diseases.

  3. Discovering Related Clinical Concepts Using Large Amounts of Clinical Notes

    Directory of Open Access Journals (Sweden)

    Kavita Ganesan

    2016-01-01

    Full Text Available The ability to find highly related clinical concepts is essential for many applications such as for hypothesis generation, query expansion for medical literature search, search results filtering, ICD-10 code filtering and many other applications. While manually constructed medical terminologies such as SNOMED CT can surface certain related concepts, these terminologies are inadequate as they depend on expertise of several subject matter experts making the terminology curation process open to geographic and language bias. In addition, these terminologies also provide no quantifiable evidence on how related the concepts are. In this work, we explore an unsupervised graphical approach to mine related concepts by leveraging the volume within large amounts of clinical notes. Our evaluation shows that we are able to use a data driven approach to discovering highly related concepts for various search terms including medications, symptoms and diseases.

  4. The Related Science of Cosmetology.

    Science.gov (United States)

    Wasserman, Edward

    Intended as an instructional guide for the use of a science teacher or beauty culture shop teacher in teaching the scientific aspects in a 1-year prevocational cosmetology program at area vocational high schools, this state curriculum guide was developed by a committee of vocational instructors and field tested in three vocational schools. An…

  5. A concept for performance management for Federal science programs

    Science.gov (United States)

    Whalen, Kevin G.

    2017-11-06

    The demonstration of clear linkages between planning, funding, outcomes, and performance management has created unique challenges for U.S. Federal science programs. An approach is presented here that characterizes science program strategic objectives by one of five “activity types”: (1) knowledge discovery, (2) knowledge development and delivery, (3) science support, (4) inventory and monitoring, and (5) knowledge synthesis and assessment. The activity types relate to performance measurement tools for tracking outcomes of research funded under the objective. The result is a multi-time scale, integrated performance measure that tracks individual performance metrics synthetically while also measuring progress toward long-term outcomes. Tracking performance on individual metrics provides explicit linkages to root causes of potentially suboptimal performance and captures both internal and external program drivers, such as customer relations and science support for managers. Functionally connecting strategic planning objectives with performance measurement tools is a practical approach for publicly funded science agencies that links planning, outcomes, and performance management—an enterprise that has created unique challenges for public-sector research and development programs.

  6. Auditing the multiply-related concepts within the UMLS.

    Science.gov (United States)

    Mougin, Fleur; Grabar, Natalia

    2014-10-01

    This work focuses on multiply-related Unified Medical Language System (UMLS) concepts, that is, concepts associated through multiple relations. The relations involved in such situations are audited to determine whether they are provided by source vocabularies or result from the integration of these vocabularies within the UMLS. We study the compatibility of the multiple relations which associate the concepts under investigation and try to explain the reason why they co-occur. Towards this end, we analyze the relations both at the concept and term levels. In addition, we randomly select 288 concepts associated through contradictory relations and manually analyze them. At the UMLS scale, only 0.7% of combinations of relations are contradictory, while homogeneous combinations are observed in one-third of situations. At the scale of source vocabularies, one-third do not contain more than one relation between the concepts under investigation. Among the remaining source vocabularies, seven of them mainly present multiple non-homogeneous relations between terms. Analysis at the term level also shows that only in a quarter of cases are the source vocabularies responsible for the presence of multiply-related concepts in the UMLS. These results are available at: http://www.isped.u-bordeaux2.fr/ArticleJAMIA/results_multiply_related_concepts.aspx. Manual analysis was useful to explain the conceptualization difference in relations between terms across source vocabularies. The exploitation of source relations was helpful for understanding why some source vocabularies describe multiple relations between a given pair of terms. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

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

    Science.gov (United States)

    Breslyn, Wayne Gene

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

  8. Concept relation discovery and innovation enabling technology (CORDIET)

    NARCIS (Netherlands)

    Poelmans, J.; Elzinga, P.; Neznanov, A.; Viaene, S.; Kuznetsov, S.O.; Ignatov, D.; Dedene, G.

    2011-01-01

    Concept Relation Discovery and Innovation Enabling Technology (CORDIET), is a toolbox for gaining new knowledge from unstructured text data. At the core of CORDIET is the C-K theory which captures the essential elements of innovation. The tool uses Formal Concept Analysis (FCA), Emergent Self

  9. Using "Monopoly" to Introduce Concepts of Race and Ethnic Relations

    Science.gov (United States)

    Waren, Warren

    2011-01-01

    In this paper I suggest a technique which uses the familiar Parker Brother's game "Monopoly" to introduce core concepts of race and ethnic relations. I offer anecdotes from my classes where an abbreviated version of the game is used as an analog to highlight the sociological concepts of direct institutional discrimination, the legacy of…

  10. Measuring the Computer-Related Self-Concept

    Science.gov (United States)

    Langheinrich, Jessica; Schönfelder, Mona; Bogner, Franz X.

    2016-01-01

    A positive self-concept supposedly affects a student's well-being as well as his or her perception of individual competence at school. As computer-based learning is becoming increasingly important in school, a positive computer-related self-concept (CSC) might help to enhance cognitive achievement. Consequently, we focused on establishing a short,…

  11. Evolutionary understanding of the concept "Public relations"

    OpenAIRE

    Кам’янецька, О.В.

    2013-01-01

    The considered approaches to determination of notion of «public relations» different research and practical workers. The analyzed stages of development of communications with public and described their signs. Розглянуті підходи до визначення поняття «паблік рілейшнз» різних науковців та практиків. Проаналізовані етапи розвитку підходів до зв’язків з громадськістю та охарактеризовані їх ознаки....

  12. Current Concepts in Sports-Related Concussion.

    Science.gov (United States)

    Chatterjee, Dipal; Frumberg, David B; Mulchandani, Neil B; Eldib, Ahmed M; Xavier, Fred; Barbash, Scott E; Saha, Subrata; Urban, William P

    2015-01-01

    Traumatic brain injury, specifically concussion, is prevalent in contact sports. In the United States (US) each year, 170 million adults participate in physical recreational activities, and 38 million children and adolescents participate in organized sports. The Centers for Disease Control estimate that in this group ~1.6 to 3.8 million concussions occur annually. Recent class-action lawsuits in the US filed by professional athletes against their respective leagues allege negligence in protecting them from concussions, and this has contributed to the attention received in the popular media. In response, concussion-related publications have increased exponentially during the past several years. Recent studies have challenged earlier assumptions that the effects of concussion are transient. Stronger links between concussion and neurodegenerative processes such as Alzheimer's disease-like conditions, depression, and heightened risk for suicide are being elucidated. In this article, we explore the current knowledge on concussion, including pathophysiology, management, and long-term effects. We conclude that more evidence-based results regarding guidelines for diagnosis, treatment, and return to play (RTP) are needed and should be the focus of future investigations. Attributing the etiology of certain neurodegenerative conditions to a history of concussion has been suggested in the current literature, but additional quantitative data regarding the pathophysiology and causality are needed as well. Bioengineers can have an important role in measuring the dynamic forces encountered during head impacts and their effects on the brain. These results can be effective in designing better helmets as well as improved playing surfaces to reduce the impact of such injuries. At this time, we believe that groups of people with heightened risk for concussion should be followed closely during longer periods of time and compared to matched controls. Such long-term studies are urgently

  13. Modern Social Science Concepts, Proportionate Reciprocity, Modesty, and Democracy

    Directory of Open Access Journals (Sweden)

    Gerasimos T. SOLDATOS

    2014-06-01

    Full Text Available Proportionate Reciprocity, Modesty, and Democracy, are the key concepts in Aristotle’s economics of exchange. The following correspondence of these concepts with modern social science may be contemplated: (a Ideally, reciprocal justice in bilateral bargaining to minimize expenditure given utility levels results in Pareto-efficient, envy-free, equitable outcomes. (b Practically, bargaining under the threat or actual recontracting may act as a surrogate of reciprocal justice, leading to an N-person contract topology. (c But, recontracting is subject to practical limitations too, in which case near-reciprocal justice/general equilibrium outcomes may be fostered if, as a surrogate of recontracting, modesty in interaction is exhibited in an evolutionarily-stable-strategy fashion. (d That is, incomplete recontracting amounts to asymmetric agent-type information, which in turn lays the ground for injustices; the same lack of information prevents rectificatory justice from being efficient and hence, modesty can be efficient only if it operates as a social norm and hence, only in a modest polity, which can be no other than democracy.

  14. Conceptual Blending Monitoring Students' Use of Metaphorical Concepts to Further the Learning of Science

    Science.gov (United States)

    Fredriksson, Alexandra; Pelger, Susanne

    2018-03-01

    The aim of this study is to explore how tertiary science students' use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students' process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students' opportunities of understanding and influencing the learning of science.

  15. Science with SALT: the road from concept to reality

    Science.gov (United States)

    Buckley, David A. H.

    2015-08-01

    The Southern African Large Telescope (SALT) was a relatively cheap (~$20M) 10m class telescope, modelled on the innovative HET design, for which the construction phase was completed in late 2005. However it took another 6 years or so before the commissioning was really completed and the telescope entered full science operations. This talk will discuss the design and construction of SALT, its First Generation instruments and the operational model for the telescope. A number of technical challenges, some unforeseeable at the time, had to be overcome, which are described in this talk. Some science highlights will be presented, covering a range of topics and focussing on studies related to some of the more unique or rare capabilities of SALT, like time resolved studies. Finally, I look to the future and the prospects of new instruments and capabilities.

  16. Relative Effects of Problem-Solving and Concept Mapping ...

    African Journals Online (AJOL)

    Relative Effects of Problem-Solving and Concept Mapping Instructional ... mapping strategies are also discussed and their significance and importance to students. ... development of problem solving skills before the end of SSCE Programmebr ...

  17. Relating Complexity and Error Rates of Ontology Concepts. More Complex NCIt Concepts Have More Errors.

    Science.gov (United States)

    Min, Hua; Zheng, Ling; Perl, Yehoshua; Halper, Michael; De Coronado, Sherri; Ochs, Christopher

    2017-05-18

    Ontologies are knowledge structures that lend support to many health-information systems. A study is carried out to assess the quality of ontological concepts based on a measure of their complexity. The results show a relation between complexity of concepts and error rates of concepts. A measure of lateral complexity defined as the number of exhibited role types is used to distinguish between more complex and simpler concepts. Using a framework called an area taxonomy, a kind of abstraction network that summarizes the structural organization of an ontology, concepts are divided into two groups along these lines. Various concepts from each group are then subjected to a two-phase QA analysis to uncover and verify errors and inconsistencies in their modeling. A hierarchy of the National Cancer Institute thesaurus (NCIt) is used as our test-bed. A hypothesis pertaining to the expected error rates of the complex and simple concepts is tested. Our study was done on the NCIt's Biological Process hierarchy. Various errors, including missing roles, incorrect role targets, and incorrectly assigned roles, were discovered and verified in the two phases of our QA analysis. The overall findings confirmed our hypothesis by showing a statistically significant difference between the amounts of errors exhibited by more laterally complex concepts vis-à-vis simpler concepts. QA is an essential part of any ontology's maintenance regimen. In this paper, we reported on the results of a QA study targeting two groups of ontology concepts distinguished by their level of complexity, defined in terms of the number of exhibited role types. The study was carried out on a major component of an important ontology, the NCIt. The findings suggest that more complex concepts tend to have a higher error rate than simpler concepts. These findings can be utilized to guide ongoing efforts in ontology QA.

  18. Comparison of Science-Technology-Society Approach and Textbook Oriented Instruction on Students' Abilities to Apply Science Concepts

    Science.gov (United States)

    Kapici, Hasan Ozgur; Akcay, Hakan; Yager, Robert E.

    2017-01-01

    It is important for students to learn concepts and using them for solving problems and further learning. Within this respect, the purpose of this study is to investigate students' abilities to apply science concepts that they have learned from Science-Technology-Society based approach or textbook oriented instruction. Current study is based on…

  19. Concept Mapping as a Tool to Develop and Measure Students' Understanding in Science

    Science.gov (United States)

    Tan, Sema; Erdimez, Omer; Zimmerman, Robert

    2017-01-01

    Concept maps measured a student's understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students' understanding of relationships between concepts in a particular science domain. This study has two purposes; the…

  20. Examining the Big-Fish-Little-Pond Effect on Students' Self-Concept of Learning Science in Taiwan Based on the TIMSS Databases

    Science.gov (United States)

    Liou, Pey-Yan

    2014-08-01

    The purpose of this study is to examine the relationship between student self-concept and achievement in science in Taiwan based on the big-fish-little-pond effect (BFLPE) model using the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 databases. Hierarchical linear modeling was used to examine the effects of the student-level and school-level science achievement on student self-concept of learning science. The results indicated that student science achievement was positively associated with individual self-concept of learning science in both TIMSS 2003 and 2007. On the contrary, while school-average science achievement was negatively related to student self-concept in TIMSS 2003, it had no statistically significant relationship with student self-concept in TIMSS 2007. The findings of this study shed light on possible explanations for the existence of BFLPE and also lead to an international discussion on the generalization of BFLPE.

  1. 492 Study Habit, Self-Concept and Science Achievement of Public ...

    African Journals Online (AJOL)

    Nekky Umera

    student study habit and self-concept combined together and singularly predicted science ... Study skills are fundamental to academic success. A student who ... Motivation to engage or not in a task is significantly determined by self- concept or ...

  2. An analysis of the concept of teaching in elementary school science education

    Science.gov (United States)

    Seatter, Carol Eunice Scarff

    The problem for this thesis arises directly from several years of observation of science classrooms in British Columbia. The troubling phenomenon seen within numerous classrooms, taught by teachers claiming to be constructivist teachers, involved teachers fostering the idea that children can think about science in terms of their own ideas, that is, that children can think about science in common-sense terms. In the many cases I have observed, teachers justify this practice on the grounds of constructivist theory. However, this kind of "constructivist teaching" does not, in my opinion, lead to scientific reasoning. My argument begins with the premise that the development of scientific reasoning in children is necessary for science education. I will argue that the currently popular "constructivist" movement has significant potential to fail in producing scientific reasoning in children, as did its predecessor, the "discovery learning" movement of the 1960s. The incommensurable differences between scientific and common-sense reasoning are presented and discussed. This thesis examines constructivist theory in terms of its potential to hinder the development of scientific reasoning in children. Two features of the constructivist writings are examined: those which pertain to the nature of science, and those relating to the concept of teaching. A chapter on the logic of scientific inquiry is central to the thesis, as it describes and explains the concepts, forms of explanation and truth criteria unique to the discipline of science. The epistemological foundations of science education are discussed in terms of the realist/instrumentalist debate. The thesis argues in favor of a sophisticated realist view of knowledge, such as those offered by Hacking and Matthews who take into account Hanson's "theory-laden" observation without falling prey to a naive realist view. Reasoning in science is compared with children's common-sense reasoning in an attempt to further understand

  3. The influence of role-specific self-concept and sex-role identity on career choices in science

    Science.gov (United States)

    Baker, Dale R.

    Despite much effort on the part of educators the number of females who choose science careers remains low. This research focuses on two factors which may be influencing females in their choice of careers. These factors are role-specific self-concept in science and self perception in terms of stereotypical masculine and feminine characteristics. In addition logical ability and mathematics and science courses were also examined as factors in career choice. Females preferring science related careers and females preferring nontraditional careers such as police, military and trades were found to have a positive role-specific self-concept and a masculine perception of themselves. Females preferring traditional careers such as teacher or hairdresser had a poor role-specific self-concept and a more feminine perception of themselves. Males as a group were found to have a more positive role-specific self-concept than females. Logical ability was also related to a science career preference for both males and females. Males expected to take more higher level math courses than females, while females preferring science careers expected to take the most higher level science courses.

  4. Reconsidering relations between nuclear energy and security concepts

    International Nuclear Information System (INIS)

    Irie, Kazutomo

    2004-01-01

    Relations between nuclear energy and security concepts can be clarified through investigation into the multivocal nature of security concepts. While military uses of nuclear energy significantly influence national security, peaceful uses of nuclear energy contribute energy security, which is an expanded concept of national security. Military and peaceful uses of nuclear energy have reciprocal actions, thus influencing national security and energy security, respectively. Nuclear security, which means security of nuclear systems themselves, recently attracts the attention of the international society. Nuclear security directly influences national security issues. On the other hand, along with nuclear safety, nuclear security becomes a prerequisite for energy security through peaceful uses of nuclear energy. In investigating into relations between nuclear energy and security concepts, the difficulty of translating the English word of 'nuclear security' into Japanese as well as other languages is found. (author)

  5. Supramolecular Pharmaceutical Sciences: A Novel Concept Combining Pharmaceutical Sciences and Supramolecular Chemistry with a Focus on Cyclodextrin-Based Supermolecules.

    Science.gov (United States)

    Higashi, Taishi; Iohara, Daisuke; Motoyama, Keiichi; Arima, Hidetoshi

    2018-01-01

    Supramolecular chemistry is an extremely useful and important domain for understanding pharmaceutical sciences because various physiological reactions and drug activities are based on supramolecular chemistry. However, it is not a major domain in the pharmaceutical field. In this review, we propose a new concept in pharmaceutical sciences termed "supramolecular pharmaceutical sciences," which combines pharmaceutical sciences and supramolecular chemistry. This concept could be useful for developing new ideas, methods, hypotheses, strategies, materials, and mechanisms in pharmaceutical sciences. Herein, we focus on cyclodextrin (CyD)-based supermolecules, because CyDs have been used not only as pharmaceutical excipients or active pharmaceutical ingredients but also as components of supermolecules.

  6. Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning

    Science.gov (United States)

    Abed, Osama H.

    2016-01-01

    This study investigated the effect of drama-based science teaching on students' understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students' achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students…

  7. Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

    Science.gov (United States)

    Hechter, Richard P.; Guy, Mark

    2010-01-01

    This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

  8. Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences

    Science.gov (United States)

    Maherally, Uzma Nooreen

    2014-01-01

    The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool children's conceptions of basic life sciences. The hypothesis was that the four sub-constructs, each of which can be measured through a series of questions on the LSA, will make a significant…

  9. Validating concepts of mental disorder: precedents from the history of science.

    Science.gov (United States)

    Miller, Robert

    2014-10-01

    A fundamental issue in any branch of the natural sciences is validating the basic concepts for use in that branch. In psychiatry, this issue has not yet been resolved, and indeed, the proper nature of the problem has scarcely been recognised. As a result, psychiatry (or at least those parts of the discipline which aspire to scientific status) still cannot claim to be a part of scientific medicine, or to be incorporated within the common language of the natural sciences. While this creates difficulties within the discipline, and its standing in relation to other branches of medicine, it makes it an exciting place for "frontiersmen" (and women). This is one of the key growing points in the natural science tradition. In this essay, which moves from the early history of that tradition to today's debates in scientific psychiatry, I give my views about how these fundamental issues can move towards resolution.

  10. Goethe's Conception of "Experiment as Mediator" and Implications for Practical Work in School Science

    Science.gov (United States)

    Park, Wonyong; Song, Jinwoong

    2018-03-01

    There has been growing criticism over the aims, methods, and contents of practical work in school science, particularly concerning their tendency to oversimplify the scientific practice with focus on the hypothesis-testing function of experiments. In this article, we offer a reading of Johann Wolfgang von Goethe's scientific writings—particularly his works on color as an exquisite articulation of his ideas about experimentation—through the lens of practical school science. While avoiding the hasty conclusions made from isolated experiments and observations, Goethe sought in his experiments the interconnection among diverse natural phenomena and rejected the dualistic epistemology about the relation of humans and nature. Based on a close examination of his color theory and its underlying epistemology, we suggest three potential contributions that Goethe's conception of scientific experimentation can make to practical work in school science.

  11. Attitudes toward Science: Measurement and Psychometric Properties of the Test of Science-Related Attitudes for Its Use in Spanish-Speaking Classrooms

    Science.gov (United States)

    Navarro, Marianela; Förster, Carla; González, Caterina; González-Pose, Paulina

    2016-01-01

    Understanding attitudes toward science and measuring them remain two major challenges for science teaching. This article reviews the concept of attitudes toward science and their measurement. It subsequently analyzes the psychometric properties of the "Test of Science-Related Attitudes" (TOSRA), such as its construct validity, its…

  12. Culture of Honour and Emotional Intelligence: Incompatible or related concepts?

    Directory of Open Access Journals (Sweden)

    Esther López-Zafra

    2013-11-01

    Full Text Available In this study we relate two concepts, Emotional Intelligence and Culture of Honour; in both cases the emotional aspect is very important and we believe they may have a role in couple relations. We propose that both concepts would relate in reverse, so that an individual with a high level of Emotional Intelligence would give less importance to the Culture of Honor and vice versa. A sample of 203 heterosexual couples completed a questionnaire. Our results show that the dimension Attention to emotions is associated with the culture of honor. Among our fi ndings we propose that the two concepts are related in some way and that congruency in the valuation of the Culture of Honor between the two partners will also deal with a level of Emotional Intelligence higher than in couples where there is not this congruence.

  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. Development of preservice elementary teachers' science self- efficacy beliefs and its relation to science conceptual understanding

    Science.gov (United States)

    Menon, Deepika

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self

  15. Government Relations: It's Not Rocket Science

    Science.gov (United States)

    Radway, Mike

    2007-01-01

    Many people in the early childhood education field are afraid of government relations work, intimidated by politicians, and believe the whole process is unseemly. The author asserts that they should not be afraid nor be intimidated because government relations is not rocket science and fundamentally officeholders are no different from the rest of…

  16. The effect of an outdoor setting on the transfer of earth science concepts

    Science.gov (United States)

    Simmons, Jerry Marvin

    The ability of students to transfer concepts learned in school to future learning and employment settings is critical to their academic and career success. Concept transfer can best be studied by defining it as a process rather than an isolated event. Preparation for future learning (PFL) is a process definition of transfer which recognizes the student's ability to draw from past experiences, make assumptions, and generate potential questions and strategies for problem resolution. The purpose of this study was to use the PFL definition of concept transfer to examine whether a knowledge-rich outdoor setting better prepares students for future learning of science concepts than the classroom setting alone does. The research hypothesis was that sixth-grade students experiencing a geology-rich outdoor setting would be better prepared to learn advanced earth science concepts than students experiencing classroom learning only. A quasi-experimental research design was used for this study on two non-equivalent, self-contained sixth-grade rural public school classes. After a pretest was given on prior geology knowledge, the outdoor treatment group was taken on a geology-rich field excursion which introduced them to the concepts of mineral formation and mining. The indoor treatment group received exposure to the same concepts in the classroom setting via color slides and identification of mineral specimens. Subsequently, both groups received direct instruction on advanced concepts about mineral formation and mining. They were then given a posttest, which presented the students with a problem-solving scenario and questions related to concepts covered in the direct instruction. A t-test done on pretest data revealed that the indoor treatment group had previously learned classroom geology material significantly better than the outdoor treatment group had. Therefore an analysis of covariance was performed on posttest data which showed that the outdoor treatment group was better

  17. Pacifier Overuse and Conceptual Relations of Abstract and Emotional Concepts.

    Science.gov (United States)

    Barca, Laura; Mazzuca, Claudia; Borghi, Anna M

    2017-01-01

    This study explores the impact of the extensive use of an oral device since infancy (pacifier) on the acquisition of concrete, abstract, and emotional concepts. While recent evidence showed a negative relation between pacifier use and children's emotional competence (Niedenthal et al., 2012), the possible interaction between use of pacifier and processing of emotional and abstract language has not been investigated. According to recent theories, while all concepts are grounded in sensorimotor experience, abstract concepts activate linguistic and social information more than concrete ones. Specifically, the Words As Social Tools (WAT) proposal predicts that the simulation of their meaning leads to an activation of the mouth (Borghi and Binkofski, 2014; Borghi and Zarcone, 2016). Since the pacifier affects facial mimicry forcing mouth muscles into a static position, we hypothesize its possible interference on acquisition/consolidation of abstract emotional and abstract not-emotional concepts, which are mainly conveyed during social and linguistic interactions, than of concrete concepts. Fifty-nine first grade children, with a history of different frequency of pacifier use, provided oral definitions of the meaning of abstract not-emotional, abstract emotional, and concrete words. Main effect of concept type emerged, with higher accuracy in defining concrete and abstract emotional concepts with respect to abstract not-emotional concepts, independently from pacifier use. Accuracy in definitions was not influenced by the use of pacifier, but correspondence and hierarchical clustering analyses suggest that the use of pacifier differently modulates the conceptual relations elicited by abstract emotional and abstract not-emotional. While the majority of the children produced a similar pattern of conceptual relations, analyses on the few (6) children who overused the pacifier (for more than 3 years) showed that they tend to distinguish less clearly between concrete and

  18. Pacifier Overuse and Conceptual Relations of Abstract and Emotional Concepts

    Directory of Open Access Journals (Sweden)

    Laura Barca

    2017-12-01

    Full Text Available This study explores the impact of the extensive use of an oral device since infancy (pacifier on the acquisition of concrete, abstract, and emotional concepts. While recent evidence showed a negative relation between pacifier use and children's emotional competence (Niedenthal et al., 2012, the possible interaction between use of pacifier and processing of emotional and abstract language has not been investigated. According to recent theories, while all concepts are grounded in sensorimotor experience, abstract concepts activate linguistic and social information more than concrete ones. Specifically, the Words As Social Tools (WAT proposal predicts that the simulation of their meaning leads to an activation of the mouth (Borghi and Binkofski, 2014; Borghi and Zarcone, 2016. Since the pacifier affects facial mimicry forcing mouth muscles into a static position, we hypothesize its possible interference on acquisition/consolidation of abstract emotional and abstract not-emotional concepts, which are mainly conveyed during social and linguistic interactions, than of concrete concepts. Fifty-nine first grade children, with a history of different frequency of pacifier use, provided oral definitions of the meaning of abstract not-emotional, abstract emotional, and concrete words. Main effect of concept type emerged, with higher accuracy in defining concrete and abstract emotional concepts with respect to abstract not-emotional concepts, independently from pacifier use. Accuracy in definitions was not influenced by the use of pacifier, but correspondence and hierarchical clustering analyses suggest that the use of pacifier differently modulates the conceptual relations elicited by abstract emotional and abstract not-emotional. While the majority of the children produced a similar pattern of conceptual relations, analyses on the few (6 children who overused the pacifier (for more than 3 years showed that they tend to distinguish less clearly between

  19. Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries

    Science.gov (United States)

    Cairns, Dean; Areepattamannil, Shaljan

    2017-06-01

    This study, drawing on data from the third cycle of the Program for International Student Assessment (PISA) and employing three-level hierarchical linear modeling (HLM) as an analytic strategy, examined the relations of inquiry-based science teaching to science achievement and dispositions toward science among 170,474 15-year-old students from 4780 schools in 54 countries across the globe. The results of the HLM analyses, after accounting for student-, school-, and country-level demographic characteristics and students' dispositions toward science, revealed that inquiry-based science teaching was significantly negatively related to science achievement. In contrast, inquiry-based science teaching was significantly positively associated with dispositions toward science, such as interest in and enjoyment of science learning, instrumental and future-oriented science motivation, and science self-concept and self-efficacy. Implications of the findings for policy and practice are discussed.

  20. Using the Tower of Hanoi Puzzle to Infuse Your Mathematics Classroom with Computer Science Concepts

    Science.gov (United States)

    Marzocchi, Alison S.

    2016-01-01

    This article suggests that logic puzzles, such as the well-known Tower of Hanoi puzzle, can be used to introduce computer science concepts to mathematics students of all ages. Mathematics teachers introduce their students to computer science concepts that are enacted spontaneously and subconsciously throughout the solution to the Tower of Hanoi…

  1. Simulation-Based Performance Assessment: An Innovative Approach to Exploring Understanding of Physical Science Concepts

    Science.gov (United States)

    Gale, Jessica; Wind, Stefanie; Koval, Jayma; Dagosta, Joseph; Ryan, Mike; Usselman, Marion

    2016-01-01

    This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students' understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force,…

  2. What Are the Roles that Children's Drawings Play in Inquiry of Science Concepts?

    Science.gov (United States)

    Chang, Ni

    2012-01-01

    This study was designed to identify the roles that drawing played in the process of children's acquisition of science concepts. Seventy pre-service teachers through four semesters from a Midwest University in the USA developed lesson plans on science concepts and then taught them to 70 young children ages 4-7, respectively. This experience was…

  3. Relationships between Prospective Elementary Teachers' Classroom Practice and Their Conceptions of Biology and of Teaching Science.

    Science.gov (United States)

    Meyer, Helen; Tabachnick, B. Robert; Hewson, Peter W.; Lemberger, John; Park, Hyun-Ju

    1999-01-01

    Discusses three prospective elementary teachers' conceptions of teaching science and selected portions of their knowledge base in life science. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 21 references. (Author/WRM)

  4. Women's toileting behaviour related to urinary elimination: concept analysis.

    Science.gov (United States)

    Wang, Kefang; Palmer, Mary H

    2010-08-01

    This paper is a report of analysis of the concept of women's toileting behaviour related to urinary elimination. Behaviours related to emptying urine from the bladder can contribute to bladder health problems. Evidence exists that clinical interventions focusing on specific behaviours that promote urine storage and controlled emptying are effective in reducing lower urinary tract symptoms. The concept of women's toileting behaviour related to urinary elimination has not been well-developed to guide nursing research and intervention. The CINAHL, Medline, PsycInfo and ISI Citation databases were searched for publications between January, 1960 and May, 2009, using combinations of keywords related to women's toileting behaviour. Additional publications were identified by examining the reference lists in the papers identified. Johnson's behavioural system model provided the conceptual framework to identify the concept. Walker and Avant's method was used for this concept analysis. Women's toileting behaviour related to urinary elimination can be defined as voluntary actions related to the physiological event of emptying the bladder, which is comprised of specific attributes including voiding place, voiding time, voiding position and voiding style. This behaviour is also influenced by the physical and social environments. An explicit definition of women's toileting behaviour can offer a basis for nurses to understand the factors involved in women's toileting behaviour. It also facilitates the development of an instrument to assess women's toileting behaviour better, and to facilitate development of behavioural interventions designed to prevent, eliminate, reduce and manage female lower urinary tract symptoms.

  5. The Concept of Ideology in Analysis of Fundamental Questions in Science Education

    Science.gov (United States)

    Säther, Jostein

    The use of the concept of `ideology' in interpretation of science education curricula, textbooks and various practises is reviewed, and examples are given by referring to Norwegian curricula and textbooks. The term is proposed to be used in a broad sense about any kind of action-oriented theory based on a system of ideas, or any attempt to approach politics in the light of a system of ideas. Politics in this context is about shaping of education, and is related to forces (i.e., hypothetical impacts of idea systems) which may legitimise, change, or criticise social practices. The focus is (although not in every case) on the hidden, unconscious and critical aspects. The notion ideological aspects is proposed to be related to metaphysical-ontological, epistemological and axiological claims and connotations. Examples of educational issues concerning e.g., aims, compartmentalisation, integration, and fundamentally different ideas about truth, learning and man are mentioned. Searching for a single and unifying concept for the discussing of all of science education's fundamental questions seems however in vain. Therefore a wide range of concepts seems necessary to deepen our understanding of ``the fundamental questions''.

  6. 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…

  7. 'This stroke was sent…': Stroke-related illness concepts and ...

    African Journals Online (AJOL)

    Though there is evidence that stroke incidence is increasing even in low and middle income countries, there is no study of stroke-related illness concepts and HSB in Nigerians. Data from 960 educated Nigerians were analysed. Eight hundred and fifty four respondents (431 aged 20-40 years and 423 aged 41 years or ...

  8. Hot Brakes and Energy-Related Concepts: Is Energy Lost?

    Science.gov (United States)

    Lopez, V.; Pinto, R.

    2012-01-01

    This paper describes a secondary school experience which is intended to help students to think profoundly about some energy-related concepts. It is quite different to other experiences of mechanics because the focus is not on the quantitative calculation of energy conservation but on the qualitative understanding of energy degradation. We first…

  9. Semio-Linguistic Creative Actualization of the Concept “Information About the Future” in the Science Fiction Discourse

    Directory of Open Access Journals (Sweden)

    Andrey Vladimirovich Olyanich

    2015-11-01

    Full Text Available The article deals with the cognitive category of "semio-linguistic creativity", that serves as a tool for implification of the concept "Information about the future" in the science fiction discourse. The correlation between the categories of future and information is studied in semio-linguistic aspect; the conceptual core, internal and external zones of the concept "Information about the future" are explored in connection with the concepts "Future", "Myths" and "Expectations" that are viewed as belonging to the science fiction discourse. The following issues are considered: coordination between axiological and imaginative spheres of the concept "Information about the future"; the mechanism of transforming information from present and past into the future by means of literary imagination, which is aimed at constructing the imaginary hyper-reality with the use of concepts that belong to contemporary reality; it is stated that such activity lays the basis for multiple forecasts. After the analysis of the novels by Vasily Golovachev, a famous Russian science fiction writer, the authors present their interpretation of the process of science-fiction discourse unfolding that involves groups of signs from the following semio-linguistic clusters (The Man as a species; Food; Space, Earth, their semantic content is directly related to the needs of the future. The proposed algorithm of analysis may be applied to studying other semio-linguistic clusters: "Habitat," "Communications", "Social Environment", "Transport", "Technology", that may explicate the concept "Information about the future".

  10. Undergraduate Students' Earth Science Learning: Relationships among Conceptions, Approaches, and Learning Self-Efficacy in Taiwan

    Science.gov (United States)

    Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

    2016-01-01

    In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to…

  11. KEY CONCEPTS OF AGROECOLOGY SCIENCE. A SYSTEMATIC REVIEW

    Directory of Open Access Journals (Sweden)

    Luis Fernando Gómez-Echeverri

    2016-08-01

    Full Text Available A systematic review was conducted with the objective of determining the key concepts that are currently used in theoretical work in agroecology. They were obtained from titles and keywords of theoretical articles and books that included the term agroecology in the title. Fifteen terms with occurrences higher than three were obtained. They show that agroecology revolves around the concept of integral sustainability, and that there is agreement on neither its object of study nor goal. As a result, most key concepts concern the object of study or the goal of agroecology. Other key concepts are food sovereignty, agriculture, ecofeminism, climate change, family farming, and social movements.

  12. Teaching Map Concepts in Social Science Education; an Evaluation with Undergraduate Students

    Science.gov (United States)

    Bugdayci, Ilkay; Zahit Selvi, H.

    2017-12-01

    One of the most important aim of the geography and social science courses is to gain the ability of reading, analysing and understanding maps. There are a lot of themes related with maps and map concepts in social studies education. Geographical location is one of the most important theme. Geographical location is specified by geographical coordinates called latitude and longitude. The geographical coordinate system is the primary spatial reference system of the earth. It is always used in cartography, in geography, in basic location calculations such as navigation and surveying. It’s important to support teacher candidates, to teach maps and related concepts. Cartographers also have important missions and responsibilities in this context. The purpose of this study is to evaluate the knowledge of undergraduate students, about the geographical location. For this purpose, a research has been carried out on questions and activities related to geographical location and related concepts. The details and results of the research conducted by the students in the study are explained.

  13. Everyday science & science every day: Science-related talk & activities across settings

    Science.gov (United States)

    Zimmerman, Heather

    To understand the development of science-related thinking, acting, and learning in middle childhood, I studied youth in schools, homes, and other neighborhood settings over a three-year period. The research goal was to analyze how multiple everyday experiences influence children's participation in science-related practices and their thinking about science and scientists. Ethnographic and interaction analysis methodologies were to study the cognition and social interactions of the children as they participated in activities with peers, family, and teachers (n=128). Interviews and participant self-documentation protocols elucidated the participants' understandings of science. An Everyday Expertise (Bell et al., 2006) theoretical framework was employed to study the development of science understandings on three analytical planes: individual learner, social groups, and societal/community resources. Findings came from a cross-case analysis of urban science learners and from two within-case analyses of girls' science-related practices as they transitioned from elementary to middle school. Results included: (1) children participated actively in science across settings---including in their homes as well as in schools, (2) children's interests in science were not always aligned to the school science content, pedagogy, or school structures for participation, yet children found ways to engage with science despite these differences through crafting multiple pathways into science, (3) urban parents were active supporters of STEM-related learning environments through brokering access to social and material resources, (4) the youth often found science in their daily activities that formal education did not make use of, and (5) children's involvement with science-related practices can be developed into design principles to reach youth in culturally relevant ways.

  14. Assessing Student Knowledge of Chemistry and Climate Science Concepts Associated with Climate Change: Resources to Inform Teaching and Learning

    Science.gov (United States)

    Versprille, Ashley; Zabih, Adam; Holme, Thomas A.; McKenzie, Lallie; Mahaffy, Peter; Martin, Brian; Towns, Marcy

    2017-01-01

    Climate change is one of the most critical problems facing citizens today. Chemistry faculty are presented with the problem of making general chemistry content simultaneously relevant and interesting. Using climate science to teach chemistry allows faculty to help students learn chemistry content in a rich context. Concepts related to…

  15. Systems in Science: Modeling Using Three Artificial Intelligence Concepts.

    Science.gov (United States)

    Sunal, Cynthia Szymanski; Karr, Charles L.; Smith, Coralee; Sunal, Dennis W.

    2003-01-01

    Describes an interdisciplinary course focusing on modeling scientific systems. Investigates elementary education majors' applications of three artificial intelligence concepts used in modeling scientific systems before and after the course. Reveals a great increase in understanding of concepts presented but inconsistent application. (Author/KHR)

  16. Relation between self-concept and students alcohol drinking

    Directory of Open Access Journals (Sweden)

    H.M. Fernandes

    2009-01-01

    Full Text Available This study examines the relation between multiple self-concept dimensions and alcohol consumption within the adolescent schooling. A sample of 642 students (263 boys and 379 girls aged between 15 and 23 years completed the Self-Description Questionnaire II (SDQ II and an alcohol drinking measure. Results reveal an absence of significant relationships between global self-esteem and alcohol consumption and a small relation, found only in the female, between alcoholic drinking and global self-concept, supporting the assumption that supports the low sensitivity and the consequent use of scarce global dimensions of the self. In contrast, there are significant relations between some specific dimensions of the self and alcohol consumption, whilst the correlation coefficients vary according to subject’s gender, suggesting a cultural involvement based analysis.

  17. Relation between self-concept and students alcohol drinking

    Directory of Open Access Journals (Sweden)

    José Vasconcelos-Raposo

    2009-03-01

    Full Text Available This study examines the relation between multiple self-concept dimensions and alcohol consumption within the adolescent schooling. A sample of 642 students (263 boys and 379 girls aged between 15 and 23 years completed the Self-Description Questionnaire II (SDQ II and an alcohol drinking measure. Results reveal an absence of significant relationships between global self-esteem and alcohol consumption and a small relation, found only in the female, between alcoholic drinking and global self-concept, supporting the assumption that supports the low sensitivity and the consequent use of scarce global dimensions of the self. In contrast, there are significant relations between some specific dimensions of the self and alcohol consumption, whilst the correlation coefficients vary according to subject’s gender, suggesting a cultural involvement based analysis.

  18. Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

    Science.gov (United States)

    Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

    2016-01-01

    The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

  19. The Relationship between Science Achievement and Self-Concept among Gifted Students from the Third International Earth Science Olympiad

    Science.gov (United States)

    Chang, Chun-Yen; Lin, Pei-Ling

    2017-01-01

    This study investigated the relationship between gifted students' academic self-concept (ASC) and academic achievement (AC) in earth science with internationally representative high-school students from the third International Earth Science Olympiad (IESO) held in Taiwan in 2009. The results of regression analysis indicated that IESO students' ASC…

  20. Changing Preservice Science Teachers' Views of Nature of Science: Why Some Conceptions May Be More Easily Altered than Others

    Science.gov (United States)

    Mesci, Gunkut; Schwartz, Renee' S.

    2017-01-01

    The purpose of this study was to assess preservice teachers' views of Nature of Science (NOS), identify aspects that were challenging for conceptual change, and explore reasons why. This study particularly focused on why and how some concepts of NOS may be more easily altered than others. Fourteen preservice science teachers enrolled in a NOS and…

  1. Informatics with Systems Science and Cybernetics--Concepts and Definitions.

    Science.gov (United States)

    Samuelson, Kjell

    This dictionary defines information science, computer science, systems theory, and cybernetic terms in English and provides the Swedish translation of each term. An index of Swedish terms refers the user to the page where the English equivalent and definition appear. Most of the 38 references listed are in English. (RAA)

  2. Implementing Concepts of Pharmaceutical Engineering into High School Science Classrooms

    Science.gov (United States)

    Kimmel, Howard; Hirsch, Linda S.; Simon, Laurent; Burr-Alexander, Levelle; Dave, Rajesh

    2009-01-01

    The Research Experience for Teachers was designed to help high school science teachers develop skills and knowledge in research, science and engineering with a focus on the area of pharmaceutical particulate and composite systems. The experience included time for the development of instructional modules for classroom teaching. Results of the…

  3. Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

    Science.gov (United States)

    Marks Krpan, Catherine Anne

    In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept

  4. United States Science Policy: from Conceptions to Practice

    Directory of Open Access Journals (Sweden)

    V I Konnov

    2012-06-01

    Full Text Available The authors analyze the organizational structure of the U.S. scientific community, examining the V. Bush report Science: the Endless Frontier (1945 as its conceptual basis, which remains the cornerstone of the American science policy. The authors point out decentralization as the key trait of this structure, which reveals itself in the absence of a unitary centre with a mission to formulate and implement science policy and high level of dissemination of self-government practices supported by a wide range of government agencies. This configuration determines the special position, occupied by the universities as universal research establishments possessing flexibility in cooperation with state agencies and private sector.

  5. Conceptions of Good Science in Our Data-Rich World.

    Science.gov (United States)

    Elliott, Kevin C; Cheruvelil, Kendra S; Montgomery, Georgina M; Soranno, Patricia A

    2016-10-01

    Scientists have been debating for centuries the nature of proper scientific methods. Currently, criticisms being thrown at data-intensive science are reinvigorating these debates. However, many of these criticisms represent long-standing conflicts over the role of hypothesis testing in science and not just a dispute about the amount of data used. Here, we show that an iterative account of scientific methods developed by historians and philosophers of science can help make sense of data-intensive scientific practices and suggest more effective ways to evaluate this research. We use case studies of Darwin's research on evolution by natural selection and modern-day research on macrosystems ecology to illustrate this account of scientific methods and the innovative approaches to scientific evaluation that it encourages. We point out recent changes in the spheres of science funding, publishing, and education that reflect this richer account of scientific practice, and we propose additional reforms.

  6. The Concept of Security in International Relations Theory

    Directory of Open Access Journals (Sweden)

    Gabriel Orozco

    2006-01-01

    Full Text Available The end of the Cold War and the emergence of globalisation have transformed the reality of International Relations, which has meant a change in the theories which this reality had assumed. The concept of security reveals itself as an organisational idea on the different phenomena of globalisation, carrying out a programme of research that goes beyond the realistic presumptions of military power or of the idealistic principles of research for peace. This article explores the new meanings of security for International Relations theory and discusses the theoretical models that influence policy design and that aim to confront the problems and challenges of security in globalisation.

  7. The concept of behavioural needs in contemporary fur science

    DEFF Research Database (Denmark)

    Kornum, A.L.; Röcklinsberg, H.; Gjerris, Mickey

    2017-01-01

    show that mink place high value on swimming water, whereas other studies indicate the opposite, which has led scientists to question whether this preference constitutes a genuine behavioural need. In this paper, we take a methodological turn and discuss whether the oft-used concept of behavioural needs......This paper discusses the ethical implications of applying the concept of behavioural needs to captive animals. This is done on the basis of analysing the scientific literature on farmed mink and their possible need for swimming. In the wild, American mink (Mustela vison) are semi-aquatic predators...

  8. Minnesota 4-H Science of Agriculture Challenge: Infusing Agricultural Science and Engineering Concepts into 4-H Youth Development

    Science.gov (United States)

    Rice, Joshua E.; Rugg, Bradley; Davis, Sharon

    2016-01-01

    Youth involved in 4-H projects have been engaged in science-related endeavors for years. Since 2006, 4-H has invested considerable resources in the advancement of science learning. The new Minnesota 4-H Science of Agriculture Challenge program challenges 4-H youth to work together to identify agriculture-related issues in their communities and to…

  9. Influence of Particle Theory Conceptions on Pre-Service Science Teachers' Understanding of Osmosis and Diffusion

    Science.gov (United States)

    AlHarbi, Nawaf N. S.; Treagust, David F.; Chandrasegaran, A. L.; Won, Mihye

    2015-01-01

    This study investigated the understanding of diffusion, osmosis and particle theory of matter concepts among 192 pre-service science teachers in Saudi Arabia using a 17-item two-tier multiple-choice diagnostic test. The data analysis showed that the pre-service teachers' understanding of osmosis and diffusion concepts was mildly correlated with…

  10. Evolution of the Concept of "Human Capital" in Economic Science

    Science.gov (United States)

    Perepelkin, Vyacheslav A.; Perepelkina, Elena V.; Morozova, Elena S.

    2016-01-01

    The relevance of the researched problem is determined by transformation of the human capital into the key economic resource of development of the postindustrial society. The purpose of the article is to disclose the content of evolution of the human capital as a scientific concept and phenomenon of the economic life. The leading approach to the…

  11. The effect of a pretest in an interactive, multimodal pretraining system for learning science concepts

    NARCIS (Netherlands)

    Bos, Floor/Floris; Terlouw, C.; Pilot, Albert

    2009-01-01

    In line with the cognitive theory of multimedia learning by Moreno and Mayer (2007), an interactive, multimodal learning environment was designed for the pretraining of science concepts in the joint area of physics, chemistry, biology, applied mathematics, and computer sciences. In the experimental

  12. The Pre-Service Science Teachers' Mental Models for Concept of Atoms and Learning Difficulties

    Science.gov (United States)

    Kiray, Seyit Ahmet

    2016-01-01

    The purpose of this study is to reveal the pre-service science teachers' difficulties about the concept of atoms. The data was collected from two different sources: The Draw an Atom Test (DAAT) and face-to-face interviews. Draw an atom test (DAAT) were administered to the 142 science teacher candidates. To elaborate the results, the researcher…

  13. Connecting Knowledge Domains : An Approach to Concept Learning in Primary Science and Technology Education

    NARCIS (Netherlands)

    Koski, M.

    2014-01-01

    In order to understand our dependency on technology and the possible loss of control that comes with it, it is necessary for people to understand the nature of technology as well as its roots in science. Learning basic science and technology concepts should be a part of primary education since it

  14. Proportional Reasoning Ability and Concepts of Scale: Surface Area to Volume Relationships in Science

    Science.gov (United States)

    Taylor, Amy; Jones, Gail

    2009-01-01

    The "National Science Education Standards" emphasise teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale. Scale influences science processes and phenomena across the domains. One of the big ideas of scale is that of surface area to volume. This study explored whether or not there…

  15. Exploring Students' Conceptions of Science Learning via Drawing: A Cross-Sectional Analysis

    Science.gov (United States)

    Hsieh, Wen-Min; Tsai, Chin-Chung

    2017-01-01

    This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence…

  16. Science concept learning by English as second language junior secondary students

    Science.gov (United States)

    Lai, Pui-Kwong; Lucas, Keith B.; Burke, Ed V.

    1995-03-01

    Recent Chinese migrant students from Taiwan studying science in two Australian secondary schools were found to explain the meanings of selected science concept labels in English by translating from Chinese. The research strategy involved interviewing the students concerning their recognition and comprehension of the science concept labels firstly in Chinese and then in English. Mean recognition and comprehension scores were higher in Chinese than in English, with indications that Chinese language and science knowledge learnt in Chinese deteriorated with increasing time of residence in Australia. Rudimentary signs of the students being able to switch between Chinese and English knowledge bases in science were also found. Implications for teaching science to ESL students and suggestions for further research are discussed.

  17. Understanding Economic and Management Sciences Teachers' Conceptions of Sustainable Development

    Science.gov (United States)

    America, Carina

    2014-01-01

    Sustainable development has become a key part of the global educational discourse. Education for sustainable development (ESD) specifically is pronounced as an imperative for different curricula and regarded as being critical for teacher education. This article is based on research that was conducted on economic and management sciences (EMS)…

  18. Program on Public Conceptions of Science, Newsletter 10.

    Science.gov (United States)

    Blanpied, William A., Ed.; Shelanski, Vivien, Ed.

    This newsletter is divided into six sections: an introduction; general news items and communications from readers; news items and communications more specifically in the ethical and human values areas; an annotated, selective checklist of imaginative literature concerning the relationship between science, technology and human values; and a general…

  19. Stories, Proverbs, and Anecdotes as Scaffolds for Learning Science Concepts

    Science.gov (United States)

    Mutonyi, Harriet

    2016-01-01

    Few research studies in science education have looked at how stories, proverbs, and anecdotes can be used as scaffolds for learning. Stories, proverbs, and anecdotes are cultural tools used in indigenous communities to teach children about their environment. The study draws on Bruner's work and the theory of border crossing to argue that stories,…

  20. Key Concepts of Environmental Sustainability in Family and Consumer Sciences

    Science.gov (United States)

    Thompson, Nancy E.; Harden, Amy J.; Clauss, Barbara; Fox, Wanda S.; Wild, Peggy

    2012-01-01

    It is the vision of the American Association of Family & Consumer Sciences to be "recognized as the driving force in bringing people together to improve the lives of individuals, families, and communities" (AAFCS, 2010). Because of this focus on individuals and families and its well-established presence in American schools, family and consumer…

  1. University Student Conceptions of Learning Science through Writing

    Science.gov (United States)

    Ellis, Robert A.; Taylor, Charlotte E.; Drury, Helen

    2006-01-01

    First-year undergraduate science students experienced a writing program as an important part of their assessment in a biology subject. The writing program was designed to help them develop both their scientific understanding as well as their written scientific expression. Open-ended questionnaires investigating the quality of the experience of…

  2. Overview and theory relating to the concepts of competitiveness, efficiency and productivity

    OpenAIRE

    Latruffe, Laure

    2017-01-01

    This is a brief overview and theory relating to the concepts of competitiveness, efficiency and productivity: concept of competitiveness, measurement of competitiveness, determinants of competitiveness.

  3. New developments and concepts related to biomarker application to vaccines

    Science.gov (United States)

    Ahmed, S. Sohail; Black, Steve; Ulmer, Jeffrey

    2012-01-01

    Summary This minireview will provide a perspective on new developments and concepts related to biomarker applications for vaccines. In the context of preventive vaccines, biomarkers have the potential to predict adverse events in select subjects due to differences in genetic make‐up/underlying medical conditions or to predict effectiveness (good versus poor response). When expanding them to therapeutic vaccines, their utility in identification of patients most likely to respond favourably (or avoid potentially negative effects of treatment) becomes self‐explanatory. Despite the progress made so far on dissection of various pathways of biological significance in humans, there is still plenty to unravel about the mysteries related to the quantitative and qualitative aspects of the human host response. This review will provide a focused overview of new concepts and developments in the field of vaccine biomarkers including (i) vaccine‐dependent signatures predicting subject response and safety, (ii) predicting therapeutic vaccine efficacy in chronic diseases, (iii) exploring the genetic make‐up of the host that may modulate subject‐specific adverse events or affect the quality of immune responses, and (iv) the topic of volunteer stratification as a result of biomarker screening (e.g. for therapeutic vaccines but also potentially for preventive vaccines) or as a reflection of an effort to compare select groups (e.g. vaccinated subjects versus patients recovering from infection) to enable the discovery of clinically relevant biomarkers for preventive vaccines. PMID:21895991

  4. Towards a concept of food-related life style

    DEFF Research Database (Denmark)

    Grunert, Klaus G.

    Life style has become popular in explaining food choice. In this paper the way life style studies are usually conducted is criticized based on a) that the methods lack a theoretical foundation, b) that the statistical methods are questionable, and c)that the explanatory power with regard to food...... choice remains to be demonstrated. A cognitive deductive approach is presented as a theoretically more well-founded alternative. It defines life style as the system of cognitive categories, scripts, and their associations, which relate a set of products to a set of values. A concept of food-related life...... style should hence contain elements like shopping scripts, meal preparation scripts, desired higher-order food attributes, food usage situations, and desired consequences of food products....

  5. Concept maps and the meaningful learning of science

    Directory of Open Access Journals (Sweden)

    José Antonio C. S. Valadares

    2013-03-01

    Full Text Available The foundations of the Meaningful Learning Theory (MLT were laid by David Ausubel. The MLT was highly valued by the contributions of Joseph Novak and D. B. Gowin. Unlike other learning theories, the MLT has an operational component, since there are some instruments based on it and with the meaningful learning facilitation as aim. These tools were designated graphic organizers by John Trowbridge and James Wandersee (2000, pp. 100-129. One of them is the concept map created by Novak to extract meanings from an amalgam of information, having currently many applications. The other one is the Vee diagram or knowledge Vee, also called epistemological Vee or heuristic Vee. It was created by Gowin, and is an excellent organizer, for example to unpack and make transparent the unclear information from an information source. Both instruments help us in processing and becoming conceptually transparent the information, to facilitate the cognitive process of new meanings construction. In this work, after a brief introduction, it will be developed the epistemological and psychological grounds of MLT, followed by a reference to constructivist learning environments facilitators of the meaningful learning, the characterization of concept maps and exemplification of its use in various applications that have proved to be very effective from the standpoint of meaningful learning.

  6. Concepts and Relations in Neurally Inspired In Situ Concept-Based Computing.

    Science.gov (United States)

    van der Velde, Frank

    2016-01-01

    In situ concept-based computing is based on the notion that conceptual representations in the human brain are "in situ." In this way, they are grounded in perception and action. Examples are neuronal assemblies, whose connection structures develop over time and are distributed over different brain areas. In situ concepts representations cannot be copied or duplicated because that will disrupt their connection structure, and thus the meaning of these concepts. Higher-level cognitive processes, as found in language and reasoning, can be performed with in situ concepts by embedding them in specialized neurally inspired "blackboards." The interactions between the in situ concepts and the blackboards form the basis for in situ concept computing architectures. In these architectures, memory (concepts) and processing are interwoven, in contrast with the separation between memory and processing found in Von Neumann architectures. Because the further development of Von Neumann computing (more, faster, yet power limited) is questionable, in situ concept computing might be an alternative for concept-based computing. In situ concept computing will be illustrated with a recently developed BABI reasoning task. Neurorobotics can play an important role in the development of in situ concept computing because of the development of in situ concept representations derived in scenarios as needed for reasoning tasks. Neurorobotics would also benefit from power limited and in situ concept computing.

  7. Scientists' conceptions of scientific inquiry: Revealing a private side of science

    Science.gov (United States)

    Reiff, Rebecca R.

    Science educators, philosophers, and pre-service teachers have contributed to conceptualizing inquiry but missing from the inquiry forum is an in-depth research study concerning science faculty conceptions of scientific inquiry. The science education literature has tended to focus on certain aspects of doing, teaching, and understanding scientific inquiry without linking these concepts. As a result, conceptions of scientific inquiry have been disjointed and are seemingly unrelated. Furthermore, confusion surrounding the meaning of inquiry has been identified as a reason teachers are not using inquiry in instruction (Welch et al., 1981). Part of the confusion surrounding scientific inquiry is it has been defined differently depending on the context (Colburn, 2000; Lederman, 1998; Shymansky & Yore, 1980; Wilson & Koran, 1976). This lack of a common conception of scientific inquiry is the reason for the timely nature of this research. The result of scientific journeys is not to arrive at a stopping point or the final destination, but to refuel with questions to drive the pursuit of knowledge. A three-member research team conducted Interviews with science faculty members using a semi-structured interview protocol designed to probe the subject's conceptions of scientific inquiry. The participants represented a total of 52 science faculty members from nine science departments (anthropology, biology, chemistry, geology, geography, school of health, physical education and recreation (HPER), medical sciences, physics, and school of environmental science) at a large mid-western research university. The method of analysis used by the team was grounded theory (Strauss & Corbin, 1990; Glaser & Strauss, 1967), in which case the frequency of concepts, patterns, and themes were coded to categorize scientists' conceptions of scientific inquiry. The results from this study address the following components: understanding and doing scientific inquiry, attributes of scientists engaged

  8. Life Science Research Facility materials management requirements and concepts

    Science.gov (United States)

    Johnson, Catherine C.

    1986-01-01

    The Advanced Programs Office at NASA Ames Research Center has defined hypothetical experiments for a 90-day mission on Space Station to allow analysis of the materials necessary to conduct the experiments and to assess the impact on waste processing of recyclable materials and storage requirements of samples to be returned to earth for analysis as well as of nonrecyclable materials. The materials include the specimens themselves, the food, water, and gases necessary to maintain them, the expendables necessary to conduct the experiments, and the metabolic products of the specimens. This study defines the volumes, flow rates, and states of these materials. Process concepts for materials handling will include a cage cleaner, trash compactor, biological stabilizer, and various recycling devices.

  9. Addressing Pre-Service Teachers' Understandings and Difficulties with Some Core Concepts in the Special Theory of Relativity

    Science.gov (United States)

    Selcuk, Gamze Sezgin

    2011-01-01

    The aim of this study is to investigate pre-service teachers' understanding of and difficulties with some core concepts in the special theory of relativity. The pre-service teachers (n = 185) from the Departments of Physics Education and Elementary Science Education at Dokuz Eylul University (in Turkey) participated. Both quantitative and…

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

    Science.gov (United States)

    Novak, Joseph D.

    2005-03-01

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

  11. Data-Intensive Science meets Inquiry-Driven Pedagogy: Interactive Big Data Exploration, Threshold Concepts, and Liminality

    Science.gov (United States)

    Ramachandran, Rahul; Word, Andrea; Nair, Udasysankar

    2014-01-01

    Threshold concepts in any discipline are the core concepts an individual must understand in order to master a discipline. By their very nature, these concepts are troublesome, irreversible, integrative, bounded, discursive, and reconstitutive. Although grasping threshold concepts can be extremely challenging for each learner as s/he moves through stages of cognitive development relative to a given discipline, the learner's grasp of these concepts determines the extent to which s/he is prepared to work competently and creatively within the field itself. The movement of individuals from a state of ignorance of these core concepts to one of mastery occurs not along a linear path but in iterative cycles of knowledge creation and adjustment in liminal spaces - conceptual spaces through which learners move from the vaguest awareness of concepts to mastery, accompanied by understanding of their relevance, connectivity, and usefulness relative to questions and constructs in a given discipline. For example, challenges in the teaching and learning of atmospheric science can be traced to threshold concepts in fluid dynamics. In particular, Dynamic Meteorology is one of the most challenging courses for graduate students and undergraduates majoring in Atmospheric Science. Dynamic Meteorology introduces threshold concepts - those that prove troublesome for the majority of students but that are essential, associated with fundamental relationships between forces and motion in the atmosphere and requiring the application of basic classical statics, dynamics, and thermodynamic principles to the three dimensionally varying atmospheric structure. With the explosive growth of data available in atmospheric science, driven largely by satellite Earth observations and high-resolution numerical simulations, paradigms such as that of dataintensive science have emerged. These paradigm shifts are based on the growing realization that current infrastructure, tools and processes will not allow

  12. Are Alternative Conceptions Dependent on Researchers' Methodology and Definition?: A Review of Empirical Studies Related to Concepts of Heat

    Science.gov (United States)

    Wong, Chee Leong; Chu, Hye-Eun; Yap, Kueh Chin

    2016-01-01

    Currently, there is no agreement among scientists and science educators on whether heat should be defined as a "process of energy transfer" or "form of energy." For example, students may conceive of heat as "molecular kinetic energy," but the interpretation of this alternative conception is dependent on educational…

  13. Munazza's story: Understanding science teaching and conceptions of the nature of science in Pakistan through a life history study

    Science.gov (United States)

    Halai, Nelofer

    In this study I have described and tried to comprehend how a female science teacher understands her practice. Additionally, I have developed some understanding of her understanding of the nature of science. While teaching science, a teacher projects messages about the nature of science that can be captured by observations and interviews. Furthermore, the manner is which a teacher conceptualizes science for teaching, at least in part, depends on personal life experiences. Hence, I have used the life history method to understand Munazza's practice. Munazza is a young female science teacher working in a private, co-educational school for children from middle income families in Karachi, Pakistan. Her stories are central to the study, and I have represented them using a number of narrative devices. I have woven in my own stories too, to illustrate my perspective as a researcher. The data includes 13 life history interviews and many informal conversations with Munazza, observations of science teaching in classes seven and eight, and interviews with other science teachers and administrative staff of the school. Munazza's personal biography and experiences of school and undergraduate courses has influenced the way she teaches. It has also influenced the way she does not teach. She was not inspired by her science teachers, so she has tried not to teach the way she was taught science. Contextual factors, her conception of preparation for teaching as preparation for subject content and the tension that she faces in balancing care and control in her classroom are some factors that influence her teaching. Munazza believes that science is a stable, superior and value-free way of knowing. In trying to understand the natural world, observations come first, which give reliable information about the world leading inductively to a "theory". Hence, she relies a great deal on demonstrations in the class where students "see" for themselves and abstract the scientific concept from the

  14. Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

    Science.gov (United States)

    Zendler, Andreas; Klaudt, Dieter

    2012-01-01

    The significance of computer science for economics and society is undisputed. In particular, computer science is acknowledged to play a key role in schools (e.g., by opening multiple career paths). The provision of effective computer science education in schools is dependent on teachers who are able to properly represent the discipline and whose…

  15. Engagement as a Threshold Concept for Science Education and Science Communication

    Science.gov (United States)

    McKinnon, Merryn; Vos, Judith

    2015-01-01

    Science communication and science education have the same overarching aim--to engage their audiences in science--and both disciplines face similar challenges in achieving this aim. Knowing how to effectively engage their "audiences" is fundamental to the success of both. Both disciplines have well-developed research fields identifying…

  16. Radiation-related information at science exhibitions

    Energy Technology Data Exchange (ETDEWEB)

    Bannai, Tadaaki [Inst. for Environmental Sciences, Rokkasho, Aomori (Japan)

    1999-09-01

    The aim of the present report was to promote an efficient utilization of science museums providing with educational information concerning radiations. Investigations were made on radiation-related materials exhibited at 38 museums including PR event sites between April 1996 and July 1998 mainly located on Kanto and Tohoku area in Japan. The investigation concerned as to whether the displays on radiation-related material (cosmic rays, X-rays, etc) existed or not, and as to the background of the display as well. As the result, 14 locations had no relevant displays, 10 of them not having things about atomic energy at all. The locations belonging to electricity company mostly had displays related to radiations and atomic energy power generation. A spark chamber was exhibited at 9 locations and a cloud chamber at 3 locations, but only one location among them displayed both. Displays on the actual use of X-radiation were found at 4 locations. Needs to prepare further improved displays exist at the sites visited. (S. Ohno)

  17. Technology in the curriculum: A vehicle for the development of children's understanding of science concepts through problem solving

    Science.gov (United States)

    Jane, Beverley; Smith, Leanne

    1992-12-01

    This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating in a sequence of technology activities. Since the introduction into Victorian primary schools of The Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge. Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration of the related science concepts. The project identified the importance of challenge in relation to the children's involvement in the technology activities and the conference paper (available from the first author) discusses particular topics in terms of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990)

  18. Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

    Science.gov (United States)

    Harvey, Robert Christopher

    The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1

  19. Opportunities to Learn in School and at Home: How can they predict students' understanding of basic science concepts and principles?

    Science.gov (United States)

    Wang, Su; Liu, Xiufeng; Zhao, Yandong

    2012-09-01

    As the breadth and depth of economic reforms increase in China, growing attention is being paid to equalities in opportunities to learn science by students of various backgrounds. In early 2009, the Chinese Ministry of Education and Ministry of Science and Technology jointly sponsored a national survey of urban eighth-grade students' science literacy along with their family and school backgrounds. The present study focused on students' understanding of basic science concepts and principles (BSCP), a subset of science literacy. The sample analyzed included 3,031 students from 109 randomly selected classes/schools. Correlation analysis, one-way analysis of variance, and two-level linear regression were conducted. The results showed that having a refrigerator, internet, more books, parents purchasing books and magazines related to school work, higher father's education level, and parents' higher expectation of the education level of their child significantly predicted higher BSCP scores; having siblings at home, owning an apartment, and frequently contacting teachers about the child significantly predicted lower BSCP scores. At the school level, the results showed that being in the first-tier or key schools, having school libraries, science popularization galleries, computer labs, adequate equipment for teaching, special budget for teacher training, special budget for science equipment, and mutual trust between teachers and students significantly predicated higher BSCP scores; and having science and technology rooms, offering science and technology interest clubs, special budget for science curriculum development, and special budget for science social practice activities significantly predicted lower BSCP scores. The implications of the above findings are discussed.

  20. Advanced Concept Exploration for Fast Ignition Science Program, Final Report

    Energy Technology Data Exchange (ETDEWEB)

    Stephens, Richard Burnite [General Atomics; McLean, Harry M. [Lawrence Livermore National Laboratory; Theobald, Wolfgang [Laboratory for Laser Energetics; Akli, Kramer U. [The Ohio State University; Beg, Farhat N. [University of California, San Diego; Sentoku, Yasuhiko [University of Nevada, Reno; Schumacher, Douglass W. [The Ohio State University; Wei, Mingsheng [General Atomics

    2013-09-04

    The Fast Ignition (FI) Concept for Inertial Confinement Fusion (ICF) has the potential to provide a significant advance in the technical attractiveness of Inertial Fusion Energy reactors. FI differs from conventional “central hot spot” (CHS) target ignition by decoupling compression from heating: using a laser (or heavy ion beam or Z pinch) drive pulse (10’s of nanoseconds) to create a dense fuel and a second, much shorter (~10 picoseconds) high intensity pulse to ignite a small volume within the dense fuel. The physics of fast ignition process was the focus of our Advanced Concept Exploration (ACE) program. Ignition depends critically on two major issues involving Relativistic High Energy Density (RHED) physics: The laser-induced creation of fast electrons and their propagation in high-density plasmas. Our program has developed new experimental platforms, diagnostic packages, computer modeling analyses, and taken advantage of the increasing energy available at laser facilities to advance understanding of the fundamental physics underlying these issues. Our program had three thrust areas: • Understand the production and characteristics of fast electrons resulting from FI relevant laser-plasma interactions and their dependence on laser prepulse and laser pulse length. • Investigate the subsequent fast electron transport in solid and through hot (FI-relevant) plasmas. • Conduct and understand integrated core-heating experiments by comparison to simulations. Over the whole period of this project (three years for this contract), we have greatly advanced our fundamental understanding of the underlying properties in all three areas: • Comprehensive studies on fast electron source characteristics have shown that they are controlled by the laser intensity distribution and the topology and plasma density gradient. Laser pre-pulse induced pre-plasma in front of a solid surface results in increased stand-off distances from the electron origin to the high density

  1. Nanotechnology and the public: Effectively communicating nanoscale science and engineering concepts

    International Nuclear Information System (INIS)

    Castellini, O. M.; Walejko, G. K.; Holladay, C. E.; Theim, T. J.; Zenner, G. M.; Crone, W. C.

    2007-01-01

    Researchers are faced with challenges when addressing the public on concepts and applications associated with nanotechnology. The goal of our work was to understand the public's knowledge of nanotechnology in order to identify appropriate starting points for dialog. Survey results showed that people lack true understanding of concepts associated with atoms and the size of the nanoscale regime. Such gaps in understanding lead to a disappointing lack of communication between researchers and the public concerning fundamental concepts in nanoscale science and engineering. Strategies are offered on how scientists should present their research when engaging the public on nanotechnology topics

  2. The concept of comonotonicity in actuarial science and finance: applications

    OpenAIRE

    Dhaene, Jan; Denuit, Michel; Goovaerts, M.; Kaas, R.; Vyncke, D.

    2002-01-01

    In an insurance context, one is often interested in the distribution function of a sum of random variables. Such a sum appears when considering the aggregate claims of an insurance portfolio over a cer- tain reference period. It also appears when considering discounted payments related to a single policy or a portfolio at different future points in time. The assumption of mutual independence between the components of the sum is very convenient from a computational point of view, but sometimes...

  3. The concept of comonotonicity in actuarial science and finance: theory

    OpenAIRE

    Dhaene, Jan; Denuit, Michel; Goovaerts, M.; Kaas, R.; Vyncke, D.

    2001-01-01

    In an insurance context, one is often interested in the distribution function of a sum of random variables. Such a sum appears when considering the aggregate claims of an insurance portfolio over a certain reference period. It also appears when considering discounted payments related to a single policy or a portfolio at different future points in time. The assumption of mutual independence between the components of the sum is very convenient from a computational point of view, but sometimes n...

  4. New concepts of science and medicine in science and technology studies and their relevance to science education

    Directory of Open Access Journals (Sweden)

    Hsiu-Yun Wang

    2012-02-01

    Full Text Available Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society.

  5. Children's Self-Concepts as Related to Family Structure and Family Concept.

    Science.gov (United States)

    Parish, Joycelyn G.; Parish, Thomas S.

    1983-01-01

    Surveyed 426 children from intact, divorced, and reconstituted families, who responded to the Personal Attribute Inventory for Children to evaluate their families and themselves. Results showed a significant association between children's self-concepts and both their family structure and family concepts. (JAC)

  6. Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions

    Science.gov (United States)

    Shope, Richard Edwin, III

    Science instruction aims to ensure that students properly construct scientific knowledge so that each individual may play a role as a science literate citizen or as part of the science workforce (National Research Council, 1996, 2000). Students enter the classroom with a wide range of personal conceptions regarding science phenomena, often at variance with prevailing scientific views (Duschl, Hamilton, & Grandy, 1992; Hewson, 1992). The extensive misconceptions research literature emphasizes the importance of diagnosing students' initial understandings in order to gauge the accuracy and depth of what each student knows prior to instruction and then to use that information to adapt the teaching to address student needs. (Ausubel, 1968; Carey, 2000; Driver et al., 1985; Karplus & Thier, 1967; Mintzes, Wandersee, & Novak, 1998; Osborne & Freyberg, 1985; Project 2061, 1993; Strike & Posner, 1982, 1992; Vygotsky, 1934/1987). To gain such insight, teachers diagnose not only the content of the students' personal conceptions but also the thinking processes that produced them (Strike and Posner, 1992). Indeed, when teachers design opportunities for students to express their understanding, there is strong evidence that such diagnostic assessment also enhances science teaching and learning (Black & William, 1998). The functional knowledge of effective science teaching practice resides in the professional practitioners at the front lines---the science teachers in the classroom. Nevertheless, how teachers actually engage in the practice of diagnosis is not well documented. To help fill this gap, the researcher conducted a study of 16 sixth grade science classrooms in four Los Angeles area middle schools. Diagnostic teaching strategies were observed in action and then followed up by interviews with each teacher. Results showed that teachers use strategies that vary by the complexity of active student involvement, including pretests, strategic questions, interactive discussion

  7. Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

    Science.gov (United States)

    Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

    2015-01-01

    Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation. © The Author(s) 2014.

  8. Factors Related to Students' Learning of Biomechanics Concepts

    Science.gov (United States)

    Hsieh, ChengTu; Smith, Jeremy D.; Bohne, Michael; Knudson, Duane

    2012-01-01

    The purpose of this study was to replicate and expand a previous study to identify the factors that affect students' learning of biomechanical concepts. Students were recruited from three universities (N = 149) located in the central and western regions of the United States. Data from 142 students completing the Biomechanics Concept Inventory…

  9. Factors relating to professional self-concept among nurse managers.

    Science.gov (United States)

    Kantek, Filiz; Şimşek, Belkıs

    2017-12-01

    To investigate the self-concept in nurse managers in Turkey and the effects of certain variables on professional self-concept. Professional self-concept plays a significant role in improving certain professional behaviours. Nursing managers have the potential to influence other members of the profession with their attitudes and behaviours. The study was designed as a cross-sectional descriptive study. This study was conducted with 159 nurse managers in nine different hospitals. The study data were collected with a Personal Information Form and Professional Self-concept Nursing Inventory, and the data analysis was accomplished with descriptive statistics, Cronbach's alpha coefficients and Chi-squared Automatic Interaction Detector analyses. The professional self-concept score of nurse managers was 3·33 (SD = 0·308). Professional competence subdimension had the highest scores, while professional satisfaction subdimension had the lowest. The types of hospital were found to be influential on professional self-concept. The types of hospital were reported to influence the professional self-concept of nurses. Nursing managers are visionaries who can potentially influence nursing practices and decisions. Nursing leaders must monitor and administer strategies to improve their professional self-concept. © 2017 John Wiley & Sons Ltd.

  10. Integrated learning of mathematics, science and technology concepts through LEGO/Logo projects

    Science.gov (United States)

    Wu, Lina

    This dissertation examined integrated learning in the domains of mathematics, science and technology based on Piaget's constructivism, Papert's constructionism, and project-based approach to education. Ten fifth grade students were involved in a two-month long after school program where they designed and built their own computer-controlled LEGO/Logo projects that required the use of gears, ratios and motion concepts. The design of this study centered on three notions of integrated learning: (1) integration in terms of what educational materials/settings provide, (2) integration in terms of students' use of those materials, and (3) integration in the psychological sense. In terms of the first notion, the results generally showed that the LEGO/Logo environment supported the integrated learning of math, science and technology concepts. Regarding the second notion, the students all completed impressive projects of their own design. They successfully combined gears, motors, and LEGO parts together to create motion and writing control commands to manipulate the motion. But contrary to my initial expectations, their successful designs did not require numerical reasoning about ratios in designing effective gear systems. When they did reason about gear relationships, they worked with "qualitative" ratios, e.g., "a larger driver gear with a smaller driven gear increases the speed." In terms of the third notion of integrated learning, there was evidence in all four case study students of the psychological processes involved in linking mathematical, scientific, and/or technological concepts together to achieve new conceptual units. The students not only made connections between ideas and experiences, but also recognized decisive patterns and relationships in their project work. The students with stronger overall project performances showed more evidence of synthesis than the students with relatively weaker performances did. The findings support the conclusion that all three

  11. Conceptions of the Nature of Science--Are They General or Context Specific?

    Science.gov (United States)

    Urhahne, Detlef; Kremer, Kerstin; Mayer, Juergen

    2011-01-01

    The study investigates the relationship between general and context-specific conceptions of the nature of science (NOS). The categorization scheme by Osborne et al. (J Res Sci Teach 40:692-720, "2003") served as the theoretical framework of the study. In the category "nature of scientific knowledge", the certainty, development, simplicity,…

  12. Students' Conceptions of the Nature of Science: Perspectives from Canadian and Korean Middle School Students

    Science.gov (United States)

    Park, Hyeran; Nielsen, Wendy; Woodruff, Earl

    2014-01-01

    This study examined and compared students' understanding of nature of science (NOS) with 521 Grade 8 Canadian and Korean students using a mixed methods approach. The concepts of NOS were measured using a survey that had both quantitative and qualitative elements. Descriptive statistics and one-way multivariate analysis of variances examined the…

  13. Study Habit, Self-Concept and Science Achievement of Public and ...

    African Journals Online (AJOL)

    This study compared study habit, self-concept and science achievement of students in public and private junior secondary schools in Ogun State, Nigeria. Twelve secondary schools were randomly selected from Egba and Ijebu divisions of the state. A sample of three hundred and sixty (360) students participated in the ...

  14. The Role of Drawing in Young Children's Construction of Science Concepts

    Science.gov (United States)

    Chang, Ni

    2012-01-01

    It has been observed that many young children like making marks on paper and that they enjoy the activity. It is also known that children's drawings are vehicles for expression and communication. Therefore, it would be logical and reasonable for teachers to incorporate children's drawings into building science concepts. To demonstrate how drawings…

  15. Early Science Education: Exploring Familiar Contexts To Improve the Understanding of Some Basic Scientific Concepts.

    Science.gov (United States)

    Martins, Isabel P.; Veiga, Luisa

    2001-01-01

    Argues that science education is a fundamental tool for global education and that it must be introduced in early years as a first step to a scientific culture for all. Describes testing validity of a didactic strategy for developing the learning of concepts, which was based upon an experimental work approach using everyday life contexts. (Author)

  16. Spatial Foundations of Science Education: The Illustrative Case of Instruction on Introductory Geological Concepts

    Science.gov (United States)

    Liben, Lynn S.; Kastens, Kim A.; Christensen, Adam E.

    2011-01-01

    To study the role of spatial concepts in science learning, 125 college students with high, medium, or low scores on a horizontality (water-level) spatial task were given information about geological strike and dip using existing educational materials. Participants mapped an outcrop's strike and dip, a rod's orientation, pointed to a distant…

  17. Social Situation of Development: Parents Perspectives on Infants-Toddlers' Concept Formation in Science

    Science.gov (United States)

    Sikder, Shukla

    2015-01-01

    The social situation of development (SSD) specific to each age determines regularly the whole picture of the child's life. Therefore, we need to learn about the whole context surrounding children relevant to their development. The focus of the study is to understand parent's views on infant-toddler's science concept formation in the family…

  18. Using "Slowmation" to Enable Preservice Primary Teachers to Create Multimodal Representations of Science Concepts

    Science.gov (United States)

    Hoban, Garry; Nielsen, Wendy

    2012-01-01

    Research has identified the value of students constructing their own representations of science concepts using modes such as writing, diagrams, 2-D and 3-D models, images or speech to communicate meaning. "Slowmation" (abbreviated from "Slow Animation") is a simplified way for students, such as preservice teachers, to make a narrated animation…

  19. Analyzing the Use of Concept Maps in Computer Science: A Systematic Mapping Study

    Science.gov (United States)

    dos Santos, Vinicius; de Souza, Érica F.; Felizardo, Katia R; Vijaykumar, Nandamudi L.

    2017-01-01

    Context: concept Maps (CMs) enable the creation of a schematic representation of a domain knowledge. For this reason, CMs have been applied in different research areas, including Computer Science. Objective: the objective of this paper is to present the results of a systematic mapping study conducted to collect and evaluate existing research on…

  20. Determining Science Student Teachers' Cognitive Structure on the Concept of "Food Chain"

    Science.gov (United States)

    Çinar, Derya

    2015-01-01

    The current study aims to determine science student teachers' cognitive structure on the concept of food chain. Qualitative research method was applied in this study. Fallacies detected in the pre-service teachers' conceptual structures are believed to result in students' developing misconceptions in their future classes and will adversely affect…

  1. The Effects of Computer-Aided Concept Cartoons and Outdoor Science Activities on Light Pollution

    Science.gov (United States)

    Aydin, Güliz

    2015-01-01

    The purpose of this study is to create an awareness of light pollution on seventh grade students via computer aided concept cartoon applications and outdoor science activities and to help them develop solutions; and to determine student opinions on the practices carried out. The study was carried out at a middle school in Mugla province of Aegean…

  2. The life of concepts: Georges Canguilhem and the history of science.

    Science.gov (United States)

    Schmidgen, Henning

    2014-01-01

    Twelve years after his famous Essay on Some Problems Concerning the Normal and the Pathological (1943), the philosopher Georges Canguilhem (1904-1995) published a book-length study on the history of a single biological concept. Within France, his Formation of the Reflex Concept in the Seventeenth and Eighteenth Centuries (1955) contributed significantly to defining the "French style" of writing on the history of science. Outside of France, the book passed largely unnoticed. This paper re-reads Canguilhem's study of the reflex concept with respect to its historiographical and epistemological implications. Canguilhem defines concepts as complex and dynamic entities combining terms, definitions, and phenomena. As a consequence, the historiography of science becomes a rather complex task. It has to take into account textual and contextual aspects that develop independently of individual authors. In addition, Canguilhem stresses the connection between conceptual activities and other functions of organic individuals in their respective environments. As a result, biological concepts become tied to a biology of conceptual thinking, analogical reasoning, and technological practice. The paper argues that this seemingly circular structure is a major feature in Canguilhem's philosophical approach to the history of the biological sciences.

  3. A concept of customer–provider relation monitoring system solution

    Directory of Open Access Journals (Sweden)

    Naděžda Chalupová

    2008-01-01

    Full Text Available The contribution deals with design of customer–provider relationship monitoring system solution with regard to needs of business managers and analytics and to possibilities of contemporaneous information and communication technologies.The attention is followed to targeted modelling, what brings possibilities of acquisition of bigger overview about things taking place in the relation. In consequence it describes the functionality of analytical systems producing these very strategically valuable models – to so-called business intelligence tools. Onward it deals with modern technologies conductive to above mentioned system implementation – with Ajax concept and with some XML applications: PMML for analytical models manipulation, XSLT for XML data transformations to various formats, SVG for representing pictures of statistical graphs etc. and MathML for description of mathematical formulas created in analytical systems.Following these basis it suggests technological solution of some parts of client–provider relationship watching and evaluating system and it discusses its potential advantages and problems, which can occur.

  4. Applied data-centric social sciences concepts, data, computation, and theory

    CERN Document Server

    Sato, Aki-Hiro

    2014-01-01

    Applied data-centric social sciences aim to develop both methodology and practical applications of various fields of social sciences and businesses with rich data. Specifically, in the social sciences, a vast amount of data on human activities may be useful for understanding collective human nature. In this book, the author introduces several mathematical techniques for handling a huge volume of data and analysing collective human behaviour. The book is constructed from data-oriented investigation, with mathematical methods and expressions used for dealing with data for several specific problems. The fundamental philosophy underlying the book is that both mathematical and physical concepts are determined by the purposes of data analysis. This philosophy is shown throughout exemplar studies of several fields in socio-economic systems. From a data-centric point of view, the author proposes a concept that may change people’s minds and cause them to start thinking from the basis of data. Several goals underlie ...

  5. Amplification of the concept of erroneous meaning in psychodynamic science and in the consulting room.

    Science.gov (United States)

    Brookes, Crittenden E

    2007-01-01

    Previous papers dealt with the concept of psyche as that dynamic field which underlies the subjective experience of mind. A new paradigm, psychodynamic science, was suggested for dealing with subjective data. The venue of the psychotherapeutic consulting room is now brought directly into science, expanding the definition of psychotherapy to include both humanistic and scientific elements. Certain concepts were introduced to amplify this new scientific model, including psyche as hypothetical construct, the concept of meaning as replacement for operational validation in scientific investigation, the synonymity of meaning and insight, and the concept of synchronicity, together with the meaning-connected affect of numinosity. The presence of unhealthy anxiety as the conservative ego attempts to preserve its integrity requires a deeper look at the concept of meaning. This leads to a distinction between meaning and erroneous meaning. The main body of this paper amplifies that distinction, and introduces the concept of intolerance of ambiguity in the understanding of erroneous meanings and their connection with human neurosis.

  6. The Science Operations Concept for the ExoMars 2016 Trace Gas Orbiter

    Science.gov (United States)

    Frew, D.

    2014-04-01

    The ExoMars 2016 Science Operations Centre (SOC) based at the European Space Astronomy Centre is responsible for coordinating the science planning activities for the Trace Gas Orbiter. Science planning will involve all members of the ExoMars 2016 science ground segment (SGS), namely the SOC at ESAC, the Russian SOC at IKI, the orbiter instrument teams and the science management of the 2016 mission represented by the science working team (SWT) that is chaired by the project scientist. The science operations concept for the mission builds on the legacy inherited from previous ESA planetary missions, in particular from Mars Express for the core plan validation aspects and from the Smart-1 lunar mission for the opportunity analysis and longterm planning approach. Further concept drivers have been derived from the ExoMars 2016 mission profile in the areas of orbit predictability, instrument design and the usage of TGO as a relay for surface assets including the ExoMars 2018 rover. This paper will give an over view of the entire uplink planning process as it is conducted over 3 distinct planning cycles. The Long Term Plan (LTP) establishes the baseline science plan and demonstrates the operational feasibility of meeting the mission science goals formulated by the science working team (SWT) at science management level. The LTP has a planning horizon of 6 months. Each month of the baseline science plan is refined with the instrument teams within the Medium Term Plan (MTP) to converge on a frozen attitude request and resource envelopes for all of the observations in the plan. During the Short Term Planning cycle the SOC will iterate with the teams to finalise the commanding for all of the observations in the plan for the coming week. The description of the uplink planning process will focus on two key areas that are common to all of the planning cycles mentioned above: • Science Plan Abstraction: Interacting with the science plan at the appropriate level of abstraction to

  7. The Synthetic Aperture Radar Science Data Processing Foundry Concept for Earth Science

    Science.gov (United States)

    Rosen, P. A.; Hua, H.; Norton, C. D.; Little, M. M.

    2015-12-01

    Since 2008, NASA's Earth Science Technology Office and the Advanced Information Systems Technology Program have invested in two technology evolutions to meet the needs of the community of scientists exploiting the rapidly growing database of international synthetic aperture radar (SAR) data. JPL, working with the science community, has developed the InSAR Scientific Computing Environment (ISCE), a next-generation interferometric SAR processing system that is designed to be flexible and extensible. ISCE currently supports many international space borne data sets but has been primarily focused on geodetic science and applications. A second evolutionary path, the Advanced Rapid Imaging and Analysis (ARIA) science data system, uses ISCE as its core science data processing engine and produces automated science and response products, quality assessments and metadata. The success of this two-front effort has been demonstrated in NASA's ability to respond to recent events with useful disaster support. JPL has enabled high-volume and low latency data production by the re-use of the hybrid cloud computing science data system (HySDS) that runs ARIA, leveraging on-premise cloud computing assets that are able to burst onto the Amazon Web Services (AWS) services as needed. Beyond geodetic applications, needs have emerged to process large volumes of time-series SAR data collected for estimation of biomass and its change, in such campaigns as the upcoming AfriSAR field campaign. ESTO is funding JPL to extend the ISCE-ARIA model to a "SAR Science Data Processing Foundry" to on-ramp new data sources and to produce new science data products to meet the needs of science teams and, in general, science community members. An extension of the ISCE-ARIA model to support on-demand processing will permit PIs to leverage this Foundry to produce data products from accepted data sources when they need them. This paper will describe each of the elements of the SAR SDP Foundry and describe their

  8. Assessment of primary school students’ level of understanding the concepts of 2nd grade life sciences course based on different variables

    Directory of Open Access Journals (Sweden)

    Altıntaş Gülşen

    2016-01-01

    Full Text Available The course of Life Sciences is one of the pivot courses taught in the first three years of primary school. Ensuring children get to know their environment and gain correct information related to their problems by making them investigate their natural and socio-cultural environment as well as providing them with necessary information, skills and behaviors for environmental adaptation are among the main purposes of Life Sciences course. The concepts to be instilled in students in line with these purposes are important. Since concepts are mostly intellectual and non-physical, they can only exist tangibly through examples. This study aims to assess Primary School Students’ Level of Understanding the Concepts of 2nd Grade Life Sciences Course Based on Different Variables. 17 concepts included in the 2nd Grade Life Sciences course within the subject of School Excitement were addressed within the study, and students were requested to define and exemplify these concepts. A total of 102 students from five different primary schools of upper-middle and lower socioeconomic classes located in Manisa and Istanbul were included in the study in line with the intentional maximum diversity sample selection. The answers given by students for each concept were categorized and analyzed in terms of liking or disliking home, school, technology and the course of Life Sciences.

  9. Related Information | Women in Science | Initiatives | Indian ...

    Indian Academy of Sciences (India)

    "Anandibai's Quilt" - An article on Anandibai Joshee, the first Indian woman to be trained ... An article in Science which reports issues that need attention in order to remove ... May her memory inspire many a young women in the coming years!

  10. Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept

    Directory of Open Access Journals (Sweden)

    Bayu Antrakusuma

    2017-12-01

    Full Text Available The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating. We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%, followed by prediction (19.05%, classifying (11.90%, Applying (11.90% , planning experiments (9.52%, manipulating materials and equipment (7.14%, finding conclusion (4.76%, communicating (2.38%. Asking the question and hypothesizing did not appear in textbooks.

  11. 21st Century Science as a Relational Process: From Eureka! to Team Science and a Place for Community Psychology

    Science.gov (United States)

    Tebes, Jacob Kraemer; Thai, Nghi D.; Matlin, Samantha L.

    2014-01-01

    In this paper we maintain that 21st century science is, fundamentally, a relational process in which knowledge is produced (or co-produced) through transactions among researchers or among researchers and public stakeholders. We offer an expanded perspective on the practice of 21st century science, the production of scientific knowledge, and what community psychology can contribute to these developments. We argue that: 1) trends in science show that research is increasingly being conducted in teams; 2) scientific teams, such as transdisciplinary teams of researchers or of researchers collaborating with various public stakeholders, are better able to address complex challenges; 3) transdisciplinary scientific teams are part of the larger, 21st century transformation in science; 4) the concept of heterarchy is a heuristic for team science aligned with this transformation; 5) a contemporary philosophy of science known as perspectivism provides an essential foundation to advance 21st century science; and 6) community psychology, through its core principles and practice competencies, offers theoretical and practical expertise for advancing team science and the transformation in science currently underway. We discuss the implications of these points and illustrate them briefly with two examples of transdisciplinary team science from our own work. We conclude that a new narrative is emerging for science in the 21st century that draws on interpersonal transactions in teams, and active engagement by researchers with the public to address critical accountabilities. Because of its core organizing principles and unique blend of expertise on the intersection of research and practice, community psychologists are extraordinarily well-prepared to help advance these developments, and thus have much to offer 21st century science. PMID:24496718

  12. Relational benefits and quality of relation – towards understanding of the ties between science and business

    Directory of Open Access Journals (Sweden)

    Małgorzata Grzegorczyk

    2016-06-01

    Full Text Available The goal of this article is to answer the question in what way relational marketing and in particular, the concept of relational benefits, as well as quality of relation may influence the transfer of knowledge and technologies from universities to business. Another goal is to highlight significant, future directions of research in this area. Integration of the theory of relational marketing and technology transfer may create a new framework for fuller understanding of the ties between science and business. Research in this area may contribute to the expansion and development of the theory of relational marketing, which until now was limited to the analysis of relations within a single sector. The results of conducted research show that ties characterized by high relational engagement are common, recognized by both academic and business environment as precious and play an important role in stimulating innovations. The quality of relations and relational benefits may play an important role in building long-term ties between universities and the industry. Integration of behavioural theories with the theory of technology transfer may contribute to a better understanding of the behaviour of particular participants of the transfer on the individual level.

  13. Conceptions of the Nature of Science Held by Undergraduate Pre-Service Biology Teachers in South-West Nigeria

    Science.gov (United States)

    Adedoyin, A. O.; Bello, G.

    2017-01-01

    This study investigated the conceptions of the nature of science held by pre-service undergraduate biology teachers in South-West, Nigeria. Specifically, the study examined the influence of their gender on their conceptions of the nature of science. The study was a descriptive research of the survey method. The population for the study comprised…

  14. Making Learning Last: Teachers' Long-Term Retention of Improved Nature of Science Conceptions and Instructional Rationales

    Science.gov (United States)

    Mulvey, Bridget K.; Bell, Randy L.

    2017-01-01

    Despite successful attempts to improve learners' nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators'…

  15. The Effects of Hands-On Learning Stations on Building American Elementary Teachers' Understanding about Earth and Space Science Concepts

    Science.gov (United States)

    Bulunuz, Nermin; Jarrett, Olga S.

    2010-01-01

    Research on conceptual change indicates that not only children, but also teachers have incomplete understanding or misconceptions on science concepts. This mixed methods study was concerned with in-service teachers' understanding of four earth and space science concepts taught in elementary school: reason for seasons, phases of the moon, rock…

  16. The Impact of a Summer Institute on Inservice Early Childhood Teachers' Knowledge of Earth and Space Science Concepts

    Science.gov (United States)

    Sackes, Mesut; Trundle, Kathy Cabe; Krissek, Lawrence A.

    2011-01-01

    This study investigated inservice PreK to Grade two teachers' knowledge of some earth and space science concepts before and after a short-term teacher institute. A one-group pre-test-post-test design was used in the current study. Earth science concepts targeted during the professional development included properties of rocks and soils, and the…

  17. New concepts of science and medicine in science and technology studies and their relevance to science education.

    Science.gov (United States)

    Wang, Hsiu-Yun; Stocker, Joel F; Fu, Daiwie

    2012-02-01

    Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS) perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian) approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society. Copyright © 2011. Published by Elsevier B.V.

  18. Concepts and Relations in Neurally Inspired In Situ Concept-Based Computing

    NARCIS (Netherlands)

    van der Velde, Frank; van der Velde, Frank

    2016-01-01

    In situ concept-based computing is based on the notion that conceptual representations in the human brain are “in situ.” In this way, they are grounded in perception and action. Examples are neuronal assemblies, whose connection structures develop over time and are distributed over different brain

  19. "Exploratory experimentation" as a probe into the relation between historiography and philosophy of science.

    Science.gov (United States)

    Schickore, Jutta

    2016-02-01

    This essay utilizes the concept "exploratory experimentation" as a probe into the relation between historiography and philosophy of science. The essay traces the emergence of the historiographical concept "exploratory experimentation" in the late 1990s. The reconstruction of the early discussions about exploratory experimentation shows that the introduction of the concept had unintended consequences: Initially designed to debunk philosophical ideas about theory testing, the concept "exploratory experimentation" quickly exposed the poverty of our conceptual tools for the analysis of experimental practice. Looking back at a number of detailed analyses of experimental research, we can now appreciate that the concept of exploratory experimentation is too vague and too elusive to fill the desideratum whose existence it revealed. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Effect of science teaching on the young child's concept of piagetian physical causality: Animism and dynamism

    Science.gov (United States)

    Wolfinger, Donna M.

    The purpose of this research was to determine whether the young child's understanding of physical causality is affected by school science instruction. Sixty-four subjects, four and one-half through seven years of age, received 300 min of instruction designed to affect the subject's conception of causality as reflected in animism and dynamism. Instruction took place for 30 min per day on ten successive school days. Pretesting was done to allow a stratified random sample to be based on vocabulary level and developmental stage as well as on age and gender. Post-testing consisted of testing of developmental level and level within the causal relations of animism and dynamism. Significant differences (1.05 level) were found between the experimental and control groups for animism. Within the experimental group, males differed significantly (1.001 level) from females. The elimination of animism appeared to have occurred. For dynamism, significant differences (0.05 level) were found only between concrete operational subjects in the experimental and control groups, indicating a concrete level of operations was necessary if dynamism was to be affected. However, a review of interview protocols indicated that subjects classified as nonanimistic had learned to apply a definition rather than to think in a nonanimistic manner.

  1. Activities in KURRI. Aim to realize the concept of 'Kumatori science park'

    International Nuclear Information System (INIS)

    Shiroya, S.

    2007-01-01

    In Kyoto University Research Reactor Institute (KURRI), activities for the dissemination of knowledge on radiation and atomic energy are considered to be important to realize the future plan based on the conception of Kumatori science park', which will open to the world with roots in the neighboring area. Activities include technical tours of facilities in KURRI, science experiments for kids, lectures on fruits of research for public, courses of reactor physics experiments for the graduate and under-graduate students majoring nuclear engineering, and so on. (author)

  2. Concepts of Kinship Relations and Inheritance in Childhood and Adolescence

    Science.gov (United States)

    Williams, Joanne M.; Smith, Lesley A.

    2010-01-01

    This paper examines the development and consistency of children's (4, 7, 10, and 14 years) naive concepts of inheritance using three tasks. A modified adoption task asked participants to distinguish between biological and social parentage in their predictions and explanations of the origins of different feature types (physical characteristics,…

  3. Two relational conceptions of individuals: teams and neuroeconomics

    NARCIS (Netherlands)

    Davis, J.B.

    2009-01-01

    Recent work on the theory of teams and team reasoning in game interactive settings is due principally to the late Michael Bacharach (Bacharach, 2006), who offers a conception of the individual as a team member, and also to Martin Hollis (1998) and Robert Sugden and Natalie Gold (Sugden, 2000; Gold &

  4. Climacteric symptoms and their relation to feminine self-concept.

    Science.gov (United States)

    Quiroga, A; Larroy, C; González-Castro, P

    2017-06-01

    To investigate women's subjective experiences in the climacteric transition, especially the impact of self-concept, quality of life and depression on the severity of climacteric symptoms. Non-experimental, cross-sectional study, purpose sampling. To analyze the results, we proposed a three-way interaction, in which the direct effect of depression on the severity of climacteric symptoms would be buffered by perceived sexual quality of life, and mediated by self-concept. As hypothesized, depression significantly predicted self-concept, which in turn mediated the severity of climacteric symptoms. In a second stage of the model, sexual quality of life moderated the direct effect of depression on climacteric symptoms, such that women with a better sexual quality of life would perceive less severity of climacteric symptoms than those with a less favorable sexual quality of life. Physical quality of life did not significantly buffer the direct effect of depression on climacteric symptoms, nor did vasomotor or psychosocial quality of life. Our study confirmed the impact of subjective factors such as satisfaction, self-concept, and quality of life on climacteric symptoms; specifically, we observed the moderating effect of the sexual quality of life on the previously established correlation between depression and aggravation of climacteric symptoms.

  5. THE SPECIFIC CHARACTERISTICS OF PROMOTIONAL JOURNALISM – A COMPARATIVE ANALYSIS WITH OTHER RELATED CONCEPTS

    Directory of Open Access Journals (Sweden)

    CRINA ANIŞOARA TRIFAN (LICA

    2013-05-01

    Full Text Available Purpose statement – This paper’s purpose is to contribute to the development of a specific know-how through the establishment of a theoretical framework of reference. This can facilitate the research steps which follow the identification; analysis; and interpretation of a new marketing instrument – promotional journalism. The objectives, of this study, relate not only to the establishment of theoretical but, also, to the practical characteristics, of promotional journalism. These are based on a comparative analysis with other related concepts and, also, on a qualitative analysis of the contents of the specific materials. Design – The research problem imposes a methodological interdisciplinary approach; this enables the identification; systematization; analysis; and theoretical interpretation of the fundamental concepts, theories and ideas, from the specialized literature, to be orientated towards studies and articles from separate fields. From the perspective of the research objectives and this interdisciplinary study of specilized literature, there was added a qualitative analysis of the content of the materials specific to promotional journalism found between 2002 and 2006, in the fashion magazine, Elle Romania. Overview - The specialized literature presented key-concepts; different terminologies; and meanings apparently for the same studied “reality“. This made the achievement of the process of conceptual delimitations even more difficult to the extent that promotional journalism was situated at the intersection of various sciences and the acknowledgment, of its related terms, were either similar or stated vaguely. Originality – This paper’s originality stems from the interdisciplinary perspective to the approach to the problematical aspect and the analysis and interpretitive complexity of the research results. These might prove useful both to the accomplishment of the studies in the field and for the practitioners and

  6. On the importance of a rich embodiment in the grounding of concepts: perspectives from embodied cognitive science and computational linguistics.

    Science.gov (United States)

    Thill, Serge; Padó, Sebastian; Ziemke, Tom

    2014-07-01

    The recent trend in cognitive robotics experiments on language learning, symbol grounding, and related issues necessarily entails a reduction of sensorimotor aspects from those provided by a human body to those that can be realized in machines, limiting robotic models of symbol grounding in this respect. Here, we argue that there is a need for modeling work in this domain to explicitly take into account the richer human embodiment even for concrete concepts that prima facie relate merely to simple actions, and illustrate this using distributional methods from computational linguistics which allow us to investigate grounding of concepts based on their actual usage. We also argue that these techniques have applications in theories and models of grounding, particularly in machine implementations thereof. Similarly, considering the grounding of concepts in human terms may be of benefit to future work in computational linguistics, in particular in going beyond "grounding" concepts in the textual modality alone. Overall, we highlight the overall potential for a mutually beneficial relationship between the two fields. Copyright © 2014 Cognitive Science Society, Inc.

  7. Inter-level relations in computer science, biology, and psychology

    NARCIS (Netherlands)

    Boogerd, F.; Bruggeman, F.; Jonker, C.M.; Looren de Jong, H.; Tamminga, A.; Treur, J.; Westerhoff, H.V.; Wijngaards, W.C.A.

    2002-01-01

    Investigations into inter-level relations in computer science, biology and psychology call for an empirical turn in the philosophy of mind. Rather than concentrate on a priori discussions of inter-level relations between 'completed' sciences, a case is made for the actual study of the way

  8. Inter-level relations in computer science, biology and psychology

    NARCIS (Netherlands)

    Boogerd, F.C.; Bruggeman, F.J.; Jonker, C.M.; Looren De Jong, H.; Tamminga, A.M.; Treur, J.; Westerhoff, H.V.; Wijngaards, W.C.A.

    2002-01-01

    Investigations into inter-level relations in computer science, biology and psychology call for an empirical turn in the philosophy of mind. Rather than concentrate on a priori discussions of inter-level relations between "completed" sciences, a case is made for the actual study of the way

  9. Inter-level relations in computer science, biology, and psychology

    NARCIS (Netherlands)

    Boogerd, Fred; Bruggeman, Frank; Jonker, Catholijn; Looren de Jong, Huib; Tamminga, Allard; Treur, Jan; Westerhoff, Hans; Wijngaards, Wouter

    2002-01-01

    Investigations into inter-level relations in computer science, biology and psychology call for an *empirical* turn in the philosophy of mind. Rather than concentrate on *a priori* discussions of inter-level relations between “completed” sciences, a case is made for the actual study of the way

  10. An Application of the Cosmologic Concepts and Astronomical Symbols in the Ancient Medical Science and Astrology Systems

    Science.gov (United States)

    Pikichyan, H. V.

    2015-07-01

    Employing the cosmologic concepts and astronomical symbols, the features of the ancient subjective approach of the achievement or perception of the knowledge and its systematic delivery ways are presented. In particular, the ancient systems of the natural medical science and the art of astrology are discussed, whereas the relations of the five cosmological elements, three dynamical agents, nine luminaries and twelve zodiac signs are applied. It is pointed out some misunderstandings encountered in the contemporary interpretation on the evaluation of ancient systems of the knowledge.

  11. Using the History of Research on Sickle Cell Anemia to Affect Preservice Teachers' Conceptions of the Nature of Science.

    Science.gov (United States)

    Howe, Eric M.

    This paper examines how using a series of lessons developed from the history of research on sickle cell anemia affects preservice teacher conceptions of the nature of science (NOS). The importance of a pedagogy that has students do science through an integral use of the history of science is effective at enriching students' NOS views is presented.…

  12. GN and C Subsystem Concept for Safe Precision Landing of the Proposed Lunar MARE Robotic Science Mission

    Science.gov (United States)

    Carson, John M., III; Johnson, Andrew E.; Anderson, F. Scott; Condon, Gerald L.; Nguyen, Louis H.; Olansen, Jon B.; Devolites, Jennifer L.; Harris, William J.; Hines, Glenn D.; Lee, David E.; hide

    2016-01-01

    The Lunar MARE (Moon Age and Regolith Explorer) Discovery Mission concept targets delivery of a science payload to the lunar surface for sample collection and dating. The mission science is within a 100-meter radius region of smooth lunar maria terrain near Aristarchus crater. The location has several small, sharp craters and rocks that present landing hazards to the spacecraft. For successful delivery of the science payload to the surface, the vehicle Guidance, Navigation and Control (GN&C) subsystem requires safe and precise landing capability, so design infuses the NASA Autonomous precision Landing and Hazard Avoidance Technology (ALHAT) and a gimbaled, throttleable LOX/LCH4 main engine. The ALHAT system implemented for Lunar MARE is a specialization of prototype technologies in work within NASA for the past two decades, including a passive optical Terrain Relative Navigation (TRN) sensor, a Navigation Doppler Lidar (NDL) velocity and range sensor, and a Lidar-based Hazard Detection (HD) sensor. The landing descent profile is from a retrograde orbit over lighted terrain with landing near lunar dawn. The GN&C subsystem with ALHAT capabilities will deliver the science payload to the lunar surface within a 20-meter landing ellipse of the target location and at a site having greater than 99% safety probability, which minimizes risk to safe landing and delivery of the MARE science payload to the intended terrain region.

  13. Vocabulary related to earth sciences through etymology

    Digital Repository Service at National Institute of Oceanography (India)

    DileepKumar, M.

    to all aspects of earth sci- ences education for the benefit of students and educators. The author of the article is Nittala S. Sarma, Andhra University, Visak- hapatnam. In the article, Sarma has col- lected Greek, Latin, German and Celtic affixes... terms can be built solidly. My realization of the importance of etymology and the impressive effort put up by Sarma has prompted me to bring his recent publication to the attention of earth sciences students and teachers in the country...

  14. Students' Conceptions of the Nature of Science: Perspectives from Canadian and Korean Middle School Students

    Science.gov (United States)

    Park, Hyeran; Nielsen, Wendy; Woodruff, Earl

    2014-05-01

    This study examined and compared students' understanding of nature of science (NOS) with 521 Grade 8 Canadian and Korean students using a mixed methods approach. The concepts of NOS were measured using a survey that had both quantitative and qualitative elements. Descriptive statistics and one-way multivariate analysis of variances examined the quantitative data while a conceptually clustered matrix classified the open-ended responses. The country effect could explain 3-12 % of the variances of subjectivity, empirical testability and diverse methods, but it was not significant for the concepts of tentativeness and socio-cultural embeddedness of science. The open-ended responses showed that students believed scientific theories change due to errors or discoveries. Students regarded empirical evidence as undeniable and objective although they acknowledged experiments depend on theories or scientists' knowledge. The open responses revealed that national situations and curriculum content affected their views. For our future democratic citizens to gain scientific literacy, science curricula should include currently acknowledged NOS concepts and should be situated within societal and cultural perspectives.

  15. Three conceptions of the changing relations between education and work

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    2009-01-01

    the organization of work and draw special attention to the problems of reductionism and determinism in each of these approaches. As conclusion a conceptual framework is outlined that combines the three conceptions and opens up for understanding the complex interplay between the various types of dynamics at play......Education and training is the key to transform the organization of work into more knowing work. This is a common assumption in a number of political discourses about the demise of Fordist, Taylorist and bureaucratic ways of organizing work. It is though not very clear what the relationship...... is between education and training and the organization of work. In this chapter I will describe three different conceptions of the interaction between education and training and work and of the different dynamics of this interaction. I explore the scope for education and training policy in changing...

  16. Self-concept and academic achievement: a meta-analysis of longitudinal relations.

    Science.gov (United States)

    Huang, Chiungjung

    2011-10-01

    The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from .20 to .27 between prior self-concept and subsequent academic achievement and from .19 to .25 between prior academic achievement and subsequent self-concept. Globality/specificity of self-concept was the only significant moderating factor in the relation between (a) prior self-concept and subsequent academic achievement and (b) prior academic achievement and subsequent self-concept. As high self-concept is related to high academic performance and vice-versa, intervention programs that combine self-enhancement and skill development should be integrated. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  17. Intuitionistic fuzzy 2-normed space and some related concepts

    International Nuclear Information System (INIS)

    Mursaleen, M.; Danish Lohani, Q.M.

    2009-01-01

    Motivated by the notion of 2-norm due to Gaehler [Gaehler S. Lineare 2-normietre Raeume. Math Nachr 28;1965:1-43], in this paper we define the concept of intuitionistic fuzzy 2-normed space which is a generalization of the notion of intuitionistic fuzzy normed space due to Saadati and Park [Saadati R, Park JH, On the intuitionistic fuzzy topological spaces. Chaos Solitons and Fractals 2006;27:331-44]. Further we establish some topological results in this new set up.

  18. Origins Space Telescope: Science Case and Design Reference Mission for Concept 1

    Science.gov (United States)

    Meixner, Margaret; Cooray, Asantha; Pope, Alexandra; Armus, Lee; Vieira, Joaquin Daniel; Milam, Stefanie N.; Melnick, Gary; Leisawitz, David; Staguhn, Johannes G.; Bergin, Edwin; Origins Space Telescope Science and Technology Definition Team

    2018-01-01

    The Origins Space Telescope (OST) is the mission concept for the Far-Infrared Surveyor, one of the four science and technology definition studies of NASA Headquarters for the 2020 Astronomy and Astrophysics Decadal survey. The science case for OST covers four themes: Tracing the Signature of Life and the Ingredients of Habitable Worlds; Charting the Rise of Metals, Dust and the First Galaxies, Unraveling the Co-evolution of Black Holes and Galaxies and Understanding Our Solar System in the Context of Planetary System Formation. Using a set of proposed observing programs from the community, we estimate a design reference mission for OST mission concept 1. The mission will complete significant programs in these four themes and have time for other programs from the community. Origins will enable flagship-quality general observing programs led by the astronomical community in the 2030s. We welcome you to contact the Science and Technology Definition Team (STDT) with your science needs and ideas by emailing us at ost_info@lists.ipac.caltech.edu.

  19. Data-Intensive Science Meets Inquiry-Driven Pedagogy: Interactive Big Data Exploration, Threshold Concepts, and Liminality

    Science.gov (United States)

    Ramachandran, R.; Nair, U. S.; Word, A.

    2014-12-01

    Threshold concepts in any discipline are the core concepts an individual must understand in order to master a discipline. By their very nature, these concepts are troublesome, irreversible, integrative, bounded, discursive, and reconstitutive. Although grasping threshold concepts can be extremely challenging for each learner as s/he moves through stages of cognitive development relative to a given discipline, the learner's grasp of these concepts determines the extent to which s/he is prepared to work competently and creatively within the field itself. The movement of individuals from a state of ignorance of these core concepts to one of mastery occurs not along a linear path but in iterative cycles of knowledge creation and adjustment in liminal spaces - conceptual spaces through which learners move from the vaguest awareness of concepts to mastery, accompanied by understanding of their relevance, connectivity, and usefulness relative to questions and constructs in a given discipline. With the explosive growth of data available in atmospheric science, driven largely by satellite Earth observations and high-resolution numerical simulations, paradigms such as that of data-intensive science have emerged. These paradigm shifts are based on the growing realization that current infrastructure, tools and processes will not allow us to analyze and fully utilize the complex and voluminous data that is being gathered. In this emerging paradigm, the scientific discovery process is driven by knowledge extracted from large volumes of data. In this presentation, we contend that this paradigm naturally lends to inquiry-driven pedagogy where knowledge is discovered through inductive engagement with large volumes of data rather than reached through traditional, deductive, hypothesis-driven analyses. In particular, data-intensive techniques married with an inductive methodology allow for exploration on a scale that is not possible in the traditional classroom with its typical

  20. Science and Reconnaissance from the Europa Clipper Mission Concept: Exploring Europa's Habitability

    Science.gov (United States)

    Pappalardo, Robert; Senske, David; Prockter, Louise; Paczkowski, Brian; Vance, Steve; Goldstein, Barry; Magner, Thomas; Cooke, Brian

    2015-04-01

    Europa is recognized by the Planetary Science De-cadal Survey as a prime candidate to search for a pre-sent-day habitable environment in our solar system. As such, NASA has pursued a series of studies, facilitated by a Europa Science Definition Team (SDT), to define a strategy to best advance our scientific understanding of this icy world with the science goal: Explore Europa to investigate its habitability. (In June of 2014, the SDT completed its task of identifying the overarching science objectives and investigations.) Working in concert with a technical team, a set of mission archi-tectures were evaluated to determine the best way to achieve the SDT defined science objectives. The fa-vored architecture would consist of a spacecraft in Ju-piter orbit making many close flybys of Europa, con-centrating on remote sensing to explore the moon. In-novative mission design would use gravitational per-turbations of the spacecraft trajectory to permit flybys at a wide variety of latitudes and longitudes, enabling globally distributed regional coverage of Europa's sur-face, with nominally 45 close flybys, typically at alti-tudes from 25 to 100 km. This concept has become known as the Europa Clipper. The Europa SDT recommended three science ob-jectives for the Europa Clipper: Ice Shell and Ocean: Characterize the ice shell and any subsurface water, including their heterogeneity, ocean properties, and the nature of surface-ice-ocean exchange; Composition: Understand the habitability of Europa's ocean through composition and chemistry; and Geology: Understand the formation of surface features, including sites of recent or current activity, and characterize high science interest localities. The Europa SDT also considered implications of the Hubble Space Telescope detection of possible plumes at Europa. To feed forward to potential subsequent future ex-ploration that could be enabled by a lander, it was deemed that the Europa Clipper mission concept should provide the

  1. Hallucinations and related concepts – their conceptual background

    Directory of Open Access Journals (Sweden)

    Diogo eTelles-Correia

    2015-07-01

    Full Text Available Prior to the 17th century, the experiences we now name hallucinations or others alike were valued within a cultural context, they could bring meaning to the subject or the world. From mid-17th to 18th centuries, they acquire a medical quality in mental and organic illnesses. However, the term was only fully integrated in psychiatry by Esquirol in the 18th-19th centuries. By then, a controversy begins on whether hallucinations have a perceptual or intellectual origin. Esquirol favours the intellectual origin, describing them as an involuntary exercise of memory and imagination.By the twentieth century, some authors maintain that hallucinations are a form of delusion (Ey, while others describe them as a change in perception (Jaspers, Fish. A more integrated perspectives like those proposed by Alonso Fernandez and Luque, highlights the heterogeneity of hallucinations and the multiplicity of their types and causes.The terms pseudohallucination, illusion and hallucinosis are grafted into the concept of hallucination. Since its introduction the term pseudohallucination has been used with different meanings. The major characteristics that we found associated with pseudohallucinations were ‘lack of objectivity’ and ‘presence of insight’ (differing from hallucinations. Illusions are unanimously taken as distortions of real objects. Hallucinosis, first described in the context of alcohol consumption, is generally considered egodystonic, in which insight is preserved.These and other controversial aspects regarding the evolution of the term hallucination and all its derivative concepts are discussed in this paper.

  2. Concept-Cartoons as a Tool to Evoke and Analyze Pupils Judgments in Social Science Education

    Directory of Open Access Journals (Sweden)

    Felix Fenske

    2011-10-01

    Full Text Available The following contribution makes an effort to place the concept-cartoon-method into the context of social science education. Concept-cartoons (CCs enable teachers to use the everyday life experiences and individual thoughts of the pupils as a positive enrichment tool within the learning processes. In this context, CCs are very suitable to function as a method to gain information about both the existing mental conceptions and the individual political judgment strategies. Through this, it is possible to put everyday life concepts and scientific knowledge in a constructive relationship, which finally enhances new learning objectives. First the article highlights the relevance of pupils’ and teachers` concepts for judgment processes. On this basis the method of CCs is introduced and evaluated.Der folgende Artikel beschäftigt sich mit den Möglichkeiten des methodischen Einsatzes von Concept-Cartoons im Rahmen sozialwissenschaftlichen Unterrichts. Als Instrumentarium zur Diagnose von Schülervorstellungen und individuellen Urteilsstrategien, bieten Comic-Cartoons den Lehrkräften die Möglichkeit, den Unterricht entlang dieser lernrelevanten Perspektiven zu gestalten. Durch die konstruktive Verknüpfung von Alltagskonzepten und Fachkonzepten können auf diese Weise neue Chancen für nachhaltige Lehr- und Lernprozesse erschlossen werden. Innerhalb dieses Beitrags wird zunächst die Bedeutung von Schülervorstellungen und vorfachlichen Urteilsstrategien für wirksamen sozialwissenschaftlichen Unterricht geklärt. Im Anschluss erfolgt eine Einführung in die Methode „Concept-Cartoons“. Abschließend werden exemplarisch drei von den Autoren gestaltete Cartoons vorgestellt.

  3. Prelinguistic Relational Concepts: Investigating Analogical Processing in Infants

    Science.gov (United States)

    Ferry, Alissa L.; Hespos, Susan J.; Gentner, Dedre

    2015-01-01

    This research asks whether analogical processing ability is present in human infants, using the simplest and most basic relation--the "same-different" relation. Experiment 1 (N = 26) tested whether 7- and 9-month-olds spontaneously detect and generalize these relations from a single example, as previous research has suggested. The…

  4. Concept theory

    DEFF Research Database (Denmark)

    Hjørland, Birger

    2009-01-01

      Concept theory is an extremely broad, interdisciplinary and complex field of research related to many deep fields with very long historical traditions without much consensus. However, information science and knowledge organization cannot avoid relating to theories of concepts. Knowledge...... organizing systems (e.g. classification systems, thesauri and ontologies) should be understood as systems basically organizing concepts and their semantic relations. The same is the case with information retrieval systems. Different theories of concepts have different implications for how to construe......, evaluate and use such systems. Based on "a post-Kuhnian view" of paradigms this paper put forward arguments that the best understanding and classification of theories of concepts is to view and classify them in accordance with epistemological theories (empiricism, rationalism, historicism and pragmatism...

  5. Relational Aggression, Victimization and Self-Concept: Testing Pathways from Middle Childhood to Adolescence.

    Science.gov (United States)

    Blakely-McClure, Sarah J; Ostrov, Jamie M

    2016-02-01

    When studying adolescent development, it is important to consider two key areas that are salient for teens, which are self-concept and peer relations. A secondary analysis of the National Institute of Health and Human Development Study of Early Child Care and Youth Development was conducted to examine the prospective bidirectional associations between self-concept and peer relations. To date, how social development broadly and peer relations in particular (e.g., relational aggression and victimization) affect self-concept domains is not fully understood. Using a large sample (N = 1063; 532 girls; M = 11.14 years; SD = .59) with multiple informants, the present study examined whether fifth grade relational aggression and sixth grade relational victimization was associated with adolescent self-concept in three key domains (i.e., academic, sports, physical appearance). A significant direct effect emerged, such that relational aggression in middle childhood was associated with decreases in academic self-concept and increases in sports self-concept in adolescence. Analyses also revealed that having higher levels of domain specific self-concept led to decreases in relational aggression across the transition to adolescence. The findings highlight the importance of examining bidirectional prospective associations between relational aggression, relational victimization, and domain specific self-concept. Implications for future research and clinical intervention are discussed.

  6. Science and diplomacy a new dimension of international relations

    CERN Document Server

    Ruffini, Pierre-Bruno

    2017-01-01

    This book examines in depth science diplomacy, a particular field of international relations, in which the interests of science and those of foreign policy intersect. Building on a wealth of examples drawn from history and contemporary international relations, it analyzes and discusses the links between the world of scientists and that of diplomats. Written by a professor of economics and former Embassy counselor for science and technology, the book sets out to answer the following questions: Can science issues affect diplomatic relations between countries? Is international scientific cooperation a factor for peace? Are researchers good ambassadors for their countries? Is scientific influence a particular form of cultural influence on the world stage? Do diplomats really listen to what experts say when negotiating on the future of the planet? Is the independence of the scientist threatened by science diplomacy? What is a scientific attaché for?

  7. Relational Database Design in Information Science Education.

    Science.gov (United States)

    Brooks, Terrence A.

    1985-01-01

    Reports on database management system (dbms) applications designed by library school students for university community at University of Iowa. Three dbms design issues are examined: synthesis of relations, analysis of relations (normalization procedure), and data dictionary usage. Database planning prior to automation using data dictionary approach…

  8. Relational Reasoning in Science, Medicine, and Engineering

    Science.gov (United States)

    Dumas, Denis

    2017-01-01

    This review brings together the literature that pertains to the role of relational reasoning, or the ability to discern meaningful patterns within any stream of information, in the mental work of scientists, medical doctors, and engineers. Existing studies that measure four forms of relational reasoning--analogy, anomaly, antinomy, and…

  9. Triangular Norms, Triangular Conorms, and Some Related Concepts

    Directory of Open Access Journals (Sweden)

    Angel Garrido

    2011-01-01

    Full Text Available Abstract. Mathematically considered, a Triangular Norm is a kind of binary operation frequently used in the context of Probabilistic Metric Spaces, but also in other very interesting fields, as may be Fuzzy Logic, or in general, in Multi-Valued Logic (MVL. The T-conorm, or S-norm, is a dual concept. Both ideas allow us to generalize the intersection and the union in a Lattice, or disjunction and conjunction in Logic. Also may be very interesting to introduce a special class of real monotone operations. We refer to the so-called Copulas, very useful in many fields. So, we offer now a comprehensive analysis of all these aggregation operators.

  10. Preservice Science Teachers’ Levels of Associating The Concept of Gas Pressure with Everyday Life

    Directory of Open Access Journals (Sweden)

    Aybüke Pabuçcu

    2016-10-01

    Full Text Available Through this research, it was aimed to investigate how pre-service science teachers’ use their knowledge about the concept of gas pressure in explaining some examples from everyday life. The research was carried out with 33 freshmen pre-service science teachers. The data in the research were collected through five formative assessment probes. The students were asked to work in small groups to complete the questions. Groups’ discussions were recorded. Groups’ written responses were classified in five different categories: sound understanding, partial understanding, specific misconception, no understanding, and no response. Data under these categories were given as percentages in a table. The sum of students’ responses in sound understanding and partial understanding are in the range of 37.5% and 62.5%. Results revealed that students had difficulty in understanding the gases concepts and associating these concepts with everyday life events. Moreover, many misconceptions and misuse of the ideal gas equation were determined in the students’ explanations.

  11. Age and gender differences in the relation between self-concept facets and self-esteem

    OpenAIRE

    Arens, A. Katrin; Hasselhorn, Marcus

    2014-01-01

    This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept-self-esteem relations might provide valuable knowledge for designing effective self-esteem enhancement interventions. We investigated grade and...

  12. Relating Gestures and Speech: An analysis of students' conceptions about geological sedimentary processes

    Science.gov (United States)

    Herrera, Juan Sebastian; Riggs, Eric M.

    2013-08-01

    Advances in cognitive science and educational research indicate that a significant part of spatial cognition is facilitated by gesture (e.g. giving directions, or describing objects or landscape features). We aligned the analysis of gestures with conceptual metaphor theory to probe the use of mental image schemas as a source of concept representations for students' learning of sedimentary processes. A hermeneutical approach enabled us to access student meaning-making from students' verbal reports and gestures about four core geological ideas that involve sea-level change and sediment deposition. The study included 25 students from three US universities. Participants were enrolled in upper-level undergraduate courses on sedimentology and stratigraphy. We used semi-structured interviews for data collection. Our gesture coding focused on three types of gestures: deictic, iconic, and metaphoric. From analysis of video recorded interviews, we interpreted image schemas in gestures and verbal reports. Results suggested that students attempted to make more iconic and metaphoric gestures when dealing with abstract concepts, such as relative sea level, base level, and unconformities. Based on the analysis of gestures that recreated certain patterns including time, strata, and sea-level fluctuations, we reasoned that proper representational gestures may indicate completeness in conceptual understanding. We concluded that students rely on image schemas to develop ideas about complex sedimentary systems. Our research also supports the hypothesis that gestures provide an independent and non-linguistic indicator of image schemas that shape conceptual development, and also play a role in the construction and communication of complex spatial and temporal concepts in the geosciences.

  13. Assessing tolerance for wildlife: Clarifying relations between concepts and measures

    Science.gov (United States)

    Bruskotter, Jeremy T.; Singh, Ajay; Fulton, David C.; Slagle, Kristina

    2015-01-01

    Two parallel lines of inquiry, tolerance for and acceptance of wildlife populations, have arisen in the applied literature on wildlife conservation to assess probability of successfully establishing or increasing populations of controversial species. Neither of these lines is well grounded in social science theory, and diverse measures have been employed to assess tolerance, which inhibits comparability across studies. We empirically tested behavioral measures of tolerance against self-reports of previous policy-relevant behavior and behavioral intentions. Both composite behavioral measures were strongly correlated (r > .70) with two attitudinal measures of tolerance commonly employed in the literature. The strong correlation between attitudinal and behavioral measures suggests existing attitudinal measures represent valid, parsimonious measures of tolerance that may be useful when behavioral measures are too cumbersome or misreporting of behavior is anticipated. Our results demonstrate how behavioral measures of tolerance provide additional, useful information beyond general attitudinal measures.

  14. Basic Definitions and Concepts of Systems Approach, Mathematical Modeling and Information Technologies in Sports Science

    Directory of Open Access Journals (Sweden)

    А. Лопатьєв

    2017-09-01

    Full Text Available The objective is to systematize and adapt the basic definitions and concepts of the systems approach, mathematical modeling and information technologies to sports science. Materials and methods. The research has studied the availability of appropriate terms in shooting sports, which would meet the requirements of modern sports science. It has examined the compliance of the shooting sports training program for children and youth sports schools, the Olympic reserve specialized children and youth schools, schools of higher sports skills, and sports educational institutions with the modern requirements and principles. Research results. The paper suggests the basic definitions adapted to the requirements of technical sports and sports science. The research has thoroughly analyzed the shooting sports training program for children and youth sports schools, the Olympic reserve specialized children and youth schools, schools of higher sports skills, and sports educational institutions. The paper offers options to improve the training program in accordance with the modern tendencies of training athletes.  Conclusions. The research suggests to systematize and adapt the basic definitions and concepts of the systems approach, mathematical modeling and information technologies using the example of technical sports.

  15. Metaphoric Perceptions of the Students of the Sports Sciences Faculty Regarding the Concept of Fair-Play

    Science.gov (United States)

    Çaglayan, Hakan Salim; Gül, Özgür

    2017-01-01

    The objective of this study is to reveal the perceptions of the students of the sports sciences faculty regarding the concept of "Fair-Play" by means of metaphors. 275 students [male[subscript (n = 173)], female [subscript (n = 102)

  16. Undergraduate female science-related career choices: A phenomenological study

    Science.gov (United States)

    Curry, Kathy S.

    This qualitative phenomenological study used a modified Groenewald's five steps method with semi-structured, recorded, and transcribed interviews to focus on the underrepresentation of females in science-related careers. The study explored the lived experiences of a purposive sample of 25 senior female college students attending a college in Macon, Georgia. Ten major themes emerged from the research study that included (a) journey to a science-related career; (b) realization of career interest; (c) family support (d) society's role; (e) professors' treatment of students; (f) lack of mentors and models; (g) gender and career success; (h) females and other disadvantages in science-related careers; (i) rewards of the journey; and (j) advice for the journey. The three minor themes identified were (a) decision-making; (b) career awareness; and (c) guidance. The key findings revealed that females pursuing a science degree or subsequent science-related career, shared their experience with other females interested in science as a career choice, dealt with barriers standing in the way of their personal goals, lack role models, and received little or no support from family and friends. The study findings may offer information to female college students interested in pursuing science-related careers and further foundational research on gender disparities in career choice.

  17. Preservice Elementary Mathematics Teachers' Level of Relating Mathematical Concepts in Daily Life Contexts

    Science.gov (United States)

    Akkus, Oylum

    2008-01-01

    The purpose of this study was to investigate preservice elementary mathematics teachers' ability of relating mathematical concepts and daily life context. Two research questions were set; what is the preservice elementary mathematics teachers' level of relating mathematical concepts and daily life context regarding to their education year and…

  18. Dissociating the Representation of Action- and Sound-Related Concepts in Middle Temporal Cortex

    Science.gov (United States)

    Kiefer, Markus; Trumpp, Natalie; Herrnberger, Barbel; Sim, Eun-Jin; Hoenig, Klaus; Pulvermuller, Friedemann

    2012-01-01

    Modality-specific models of conceptual memory propose close links between concepts and the sensory-motor systems. Neuroimaging studies found, in different subject groups, that action-related and sound-related concepts activated different parts of posterior middle temporal gyrus (pMTG), suggesting a modality-specific representation of conceptual…

  19. Self-Concept and Academic Achievement: A Meta-Analysis of Longitudinal Relations

    Science.gov (United States)

    Huang, Chiungjung

    2011-01-01

    The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from 0.20 to 0.27 between prior self-concept and subsequent academic…

  20. Towards a Relation Extraction Framework for Cyber-Security Concepts

    Energy Technology Data Exchange (ETDEWEB)

    Jones, Corinne L [ORNL; Bridges, Robert A [ORNL; Huffer, Kelly M [ORNL; Goodall, John R [ORNL

    2015-01-01

    In order to assist security analysts in obtaining information pertaining to their network, such as novel vulnerabilities, exploits, or patches, information retrieval methods tailored to the security domain are needed. As labeled text data is scarce and expensive, we follow developments in semi-supervised NLP and implement a bootstrapping algorithm for extracting security entities and their relationships from text. The algorithm requires little input data, specifically, a few relations or patterns (heuristics for identifying relations), and incorporates an active learning component which queries the user on the most important decisions to prevent drifting the desired relations. Preliminary testing on a small corpus shows promising results, obtaining precision of .82.

  1. [Current concepts in pathogenesis of age-related macular degeneration].

    Science.gov (United States)

    Kubicka-Trząska, Agnieszka; Karska-Basta, Izabella; Romanowska-Dixon, Bożena

    2014-01-01

    Age-related macular degeneration is the leading cause of central blindness in elderly population of the western world. The pathogenesis of this disease, likely multifactorial, is not well known, although a number of theories have been put forward, including oxidative stress, genetic interactions, hemodynamic imbalance, immune and inflammatory processes. The understanding of age-related macular degeneration pathogenesis will give rise to new approaches in prevention and treatment of the early and late stages of both atrophic and neovascular age-related macular degeneration.

  2. The Cognitive Science of Learning: Concepts and Strategies for the Educator and Learner.

    Science.gov (United States)

    Weidman, Joseph; Baker, Keith

    2015-12-01

    Education is the fundamental process used to develop and maintain the professional skills of physicians. Medical students, residents, and fellows are expected to learn considerable amounts of information as they progress toward board certification. Established practitioners must continue to learn in an effort to remain up-to-date in their clinical realm. Those responsible for educating these populations endeavor to teach in a manner that is effective, efficient, and durable. The study of learning and performance is a subdivision of the field of cognitive science that focuses on how people interpret and process information and how they eventually develop mastery. A deeper understanding of how individuals learn can empower both educators and learners to be more effective in their endeavors. In this article, we review a number of concepts found in the literature on learning and performance. We address both the theoretical principles and the practical applications of each concept. Cognitive load theory, constructivism, and analogical transfer are concepts particularly beneficial to educators. An understanding of goal orientation, metacognition, retrieval, spaced learning, and deliberate practice will primarily benefit the learner. When these concepts are understood and incorporated into education and study, the effectiveness of learning is significantly improved.

  3. Critical Phenomena in Natural Sciences Chaos, Fractals, Selforganization and Disorder: Concepts and Tools

    CERN Document Server

    Sornette, Didier

    2006-01-01

    Concepts, methods and techniques of statistical physics in the study of correlated, as well as uncorrelated, phenomena are being applied ever increasingly in the natural sciences, biology and economics in an attempt to understand and model the large variability and risks of phenomena. This is the first textbook written by a well-known expert that provides a modern up-to-date introduction for workers outside statistical physics. The emphasis of the book is on a clear understanding of concepts and methods, while it also provides the tools that can be of immediate use in applications. Although this book evolved out of a course for graduate students, it will be of great interest to researchers and engineers, as well as to post-docs in geophysics and meteorology.

  4. Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts.

    Science.gov (United States)

    Vlach, Haley A; Sandhofer, Catherine M

    2012-01-01

    The spacing effect describes the robust finding that long-term learning is promoted when learning events are spaced out in time rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this study, early elementary school children (5- to 7-year-olds; N = 36) were presented with science lessons on 1 of 3 schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

  5. Iconic gestures prime related concepts: an ERP study.

    Science.gov (United States)

    Wu, Ying Croon; Coulson, Seana

    2007-02-01

    To assess priming by iconic gestures, we recorded EEG (at 29 scalp sites) in two experiments while adults watched short, soundless videos of spontaneously produced, cospeech iconic gestures followed by related or unrelated probe words. In Experiment 1, participants classified the relatedness between gestures and words. In Experiment 2, they attended to stimuli, and performed an incidental recognition memory test on words presented during the EEG recording session. Event-related potentials (ERPs) time-locked to the onset of probe words were measured, along with response latencies and word recognition rates. Although word relatedness did not affect reaction times or recognition rates, contextually related probe words elicited less-negative ERPs than did unrelated ones between 300 and 500 msec after stimulus onset (N400) in both experiments. These findings demonstrate sensitivity to semantic relations between iconic gestures and words in brain activity engendered during word comprehension.

  6. Framing the ecosystem concept through a longitudinal study of developments in science and policy.

    Science.gov (United States)

    Aggestam, Filip

    2015-08-01

    This paper examines how scientific literature and policy documents frame the ecosystem concept and how these frames have shaped scientific dialogue and policy making over time. This was achieved by developing a frame typology, as a basis for organizing relevant value expressions, to assess how different frames have altered perspectives of the ecosystem concept. The frame typology and analysis is based on a semi-grounded and longitudinal document analysis of scientific literature and policy documents using the ecosystem concept. Despite changing discourses and public priorities (e.g., cultural constructs of biodiversity) both science and policy documents are characterized by stable value systems that have not changed substantially since the 1930s. These value systems were defined based on ethical principles that delineate 6 core frames: humans first, dual systems, eco-science, eco-holism, animals first, and multicentrism. Specific crises (e.g., climate change) and cross-disciplinary uptake and re-uptake of, for example, the ecosystem services concept, have brought new perspectives to the forefront of public discourse. These developments triggered changes in the core frames that, rather than being value based, are based on how the ecosystem is conceptualized under fixed value systems and over time. Fourteen subframes were developed to reflect these longitudinal changes. There are as such clear framing effects in both scientific literature and in policy. Ecosystem research is for instance often characterized by unstated value judgments even though the scientific community does not make these explicit. In contrast, policy documents are characterized by clear value expressions but are principally management driven and human centered. © 2015 Society for Conservation Biology.

  7. On the relevance of Gibson's affordance concept for geographical information science (GISc).

    Science.gov (United States)

    Jonietz, David; Timpf, Sabine

    2015-09-01

    J. J. Gibson's concept of affordances has provided a theoretical basis for various studies in geographical information science (GISc). This paper sets out to explain its popularity from a GISc perspective. Based on a short review of previous work, it will be argued that its main contributions to GISc are twofold, including an action-centered view of spatial entities and the notion of agent-environment mutuality. Using the practical example of pedestrian behavior simulation, new potentials for using and extending affordances are discussed.

  8. Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

    Science.gov (United States)

    Karakuyu, Yunus

    2011-01-01

    The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

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

    Science.gov (United States)

    Ho, Hsin-Ning Jessie; Liang, Jyh-Chong

    2015-01-01

    This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling…

  10. Projective goals - concepts and pragmatic aspects based on the terminology and methodology of safety science

    International Nuclear Information System (INIS)

    Compes, P.C.

    1991-01-01

    Protective goals set the line of orientation of tasks and activities in the field of accident prevention. They have to be based on safety-science methods in order to develop from the conceptual idea to the practically feasible solution, while using the scientific methods to take into account the facts and the capabilities of a situation and, proceeding from them, finding an efficient and rational, optimal pragmatic approach by way of various strategies or tactics. In this process, the activities of defining, informing, thinking and developing need the proper terminology. Safety is absence of danger, protection is limitation of danger and prevention of damage. So it is protection what is needed with danger being given, and risks have to be minimized. Riskology is a novel method of safety science, combining risk analysis and risk control into a systematic concept which is practice-oriented. Applying this to the field of nuclear engineering, the hitherto achieved should receive new impulses. (orig.) [de

  11. God, design, and naturalism: Implications of methodological naturalism in science for science-religion relation

    OpenAIRE

    Piotr Bylica; Dariusz Sagan

    2015-01-01

    The aim of this paper is to analyze the implications flowing from adopting methodological naturalism in science, with special emphasis on the relation between science and religion. Methodological naturalism, denying supernatural and teleological explanations, influences the content of scientific theories, and in practice leads to vision of science as compatible with ontological naturalism and in opposition to theism. Ontological naturalism in turn justifies the acceptance of methodological na...

  12. Use of Technology-Assisted Techniques of Mind Mapping and Concept Mapping in Science Education: A Constructivist Study

    Science.gov (United States)

    Balim, Ali Günay

    2013-01-01

    The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science…

  13. Seeking Missing Pieces in Science Concept Assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch Analysis

    Science.gov (United States)

    Ding, Lin

    2014-01-01

    Discipline-based science concept assessments are powerful tools to measure learners' disciplinary core ideas. Among many such assessments, the Brief Electricity and Magnetism Assessment (BEMA) has been broadly used to gauge student conceptions of key electricity and magnetism (E&M) topics in college-level introductory physics courses.…

  14. Exploring Europa's Habitability: Science achieved from the Europa Orbiter and Clipper Mission Concepts

    Science.gov (United States)

    Senske, D. A.; Prockter, L. M.; Pappalardo, R. T.; Patterson, G. W.; Vance, S.

    2012-12-01

    Europa is a prime candidate in the search for present-day habitable environments in our solar system. Europa is unique among the large icy satellites because it probably has a saltwater ocean today beneath an ice shell that is geodynamically active. The combination of irradiation of its surface and tidal heating of its interior could make Europa a rich source of chemical energy for life. Perhaps most importantly, Europa's ocean is believed to be in direct contact with its rocky mantle, where conditions could be similar to those on Earth's biologically rich sea floor. Hydrothermal zones on Earth's seafloor are known to be rich with life, powered by energy and nutrients that result from reactions between the seawater and the warm rocky ocean floor. Life as we know it depends on three principal "ingredients": 1) a sustained liquid water environment; 2) essential chemical elements that are critical for building life; and 3) a source of energy that could be utilized by life. Europa's habitability requires understanding whether it possesses these three ingredients. NASA has enlisted a study team to consider Europa mission options feasible over the next decade, compatible with NASA's projected planetary science budget and addressing Planetary Decadal Survey priorities. Two Europa mission concepts (Orbiter and multiple flyby—call the "Clipper") are undergoing continued study with the goal to "Explore Europa to investigate its habitability." Each mission would address this goal in complementary ways, with high science value of its own. The Orbiter and Clipper architectures lend themselves to specific types of scientific measurements. The Orbiter concept is tailored to the unique geophysical science that requires being in orbit at Europa. This includes confirming the existence of an ocean and characterizing that ocean through geophysical measurements of Europa's gravitational tides and magnetic induction response. It also includes mapping of the global morphology and

  15. The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

    Science.gov (United States)

    Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.

    2016-01-01

    Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

  16. Perceptions of Pre-Service Social Sciences Teachers Regarding the Concept of "Geography" by Mind Mapping Technique

    Science.gov (United States)

    Ozturk Demirbas, Cagri

    2013-01-01

    The objective of this study is to present the perceptions of preservice social sciences teachers regarding the concept of geography. In the study, the study group consists of 46 preservice social sciences teachers, who receive education at Ahi Evran University. The data were collected in December, 2010. Mind maps were used as data collection tools…

  17. From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding within an Inquiry-Based Science Setting

    Science.gov (United States)

    Haug, Berit S.; Ødegaard, Marianne

    2014-01-01

    This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the…

  18. The concept of entropy. Relation between action and entropy

    Directory of Open Access Journals (Sweden)

    J.-P.Badiali

    2005-01-01

    Full Text Available The Boltzmann expression for entropy represents the traditional link between thermodynamics and statistical mechanics. New theoretical developments like the Unruh effect or the black hole theory suggest a new definition of entropy. In this paper we consider the thermodynamics of black holes as seriously founded and we try to see what we can learn from it in the case of ordinary systems for which a pre-relativistic description is sufficient. We introduce a space-time model and a new definition of entropy considering the thermal equilibrium from a dynamic point of view. Then we show that for black hole and ordinary systems we have the same relation relating a change of entropy to a change of action.

  19. Resolution of a cosmological paradox using concepts from general relativity theory

    International Nuclear Information System (INIS)

    Silverman, A.N.

    1986-01-01

    According to the big bang theory, the universe began about 15 billion years ago and has been continually expanding ever since. If certain elementary physical concepts are naively applied to this cosmological theory, it can lead to a paradox in which distant astronomical objects seem to have lain at distances from the Earth larger than the possible size of the universe. The paradox is resolved by using concepts from general relativity theory. These concepts may appear startling to some readers

  20. Addressing pre-service teachers' understandings and difficulties with some core concepts in the special theory of relativity

    International Nuclear Information System (INIS)

    Selcuk, Gamze Sezgin

    2011-01-01

    The aim of this study is to investigate pre-service teachers' understanding of and difficulties with some core concepts in the special theory of relativity. The pre-service teachers (n = 185) from the Departments of Physics Education and Elementary Science Education at Dokuz Eylul University (in Turkey) participated. Both quantitative and qualitative research methods were used in this study. Students' understanding of and difficulties with core elements (time, length, mass and density) were tested using a paper-and-pencil questionnaire (including four questions) and in-depth interviews after the instruction of related modern physics topics. The analyses of the collected data were based on quantitative and qualitative techniques. The results indicate that pre-service teachers at different academic levels have specific and considerable difficulties with proper time, time dilation, proper length, mass and relativistic density concepts. In this paper, the conclusions of the study and implications for physics teaching are discussed.

  1. The concept Conduct of Everyday Life in relation to toddlers

    DEFF Research Database (Denmark)

    Juhl, Pernille

    , they are involved in preventive interventions. I conducted participatory observations with the children in their everyday life. Overall, the study stresses that even small children must be perceived as active participants who act upon and struggle with different conditions and meaning making processes across......In the paper I discuss how small children (0-4 year) develop through ‘conducting everyday life’ across contexts (Holzkamp 2013). I discuss how this process of conducting everyday life is essential when discussing the ‘good life for children’ from a child perspective. These issues are addressed...... contexts (home, day care, part-time foster family) and in relation to other co-participants....

  2. Reintroducing the concept of force into relativity theory

    International Nuclear Information System (INIS)

    Mahajan, S.; Qadir, A.; Valanju, P.

    1979-07-01

    It is suggested that re-introducing forces into relativity theory may provide new insights and results. A look at the Kerr-Newmann geometry, and special cases of it, from this viewpoint indicates that there can be a short range repulsion in general. This repulsion suggests that naked singularities may be physically feasible. It is also found that there is a gravito-electric repulsion which would be important to consider in a grand unification scheme of strong, weak and electromagnetic forces. 8 references

  3. Reintroducing the concept of force into relativity theory

    Energy Technology Data Exchange (ETDEWEB)

    Mahajan, S.; Qadir, A.; Valanju, P.

    1979-07-01

    It is suggested that re-introducing forces into relativity theory may provide new insights and results. A look at the Kerr-Newmann geometry, and special cases of it, from this viewpoint indicates that there can be a short range repulsion in general. This repulsion suggests that naked singularities may be physically feasible. It is also found that there is a gravito-electric repulsion which would be important to consider in a grand unification scheme of strong, weak and electromagnetic forces. 8 references.

  4. Bell's inequalities from the field concept in general relativity

    International Nuclear Information System (INIS)

    Sachs, M.

    1980-01-01

    A nonlinear field theory of matter, based axiomatically on general relativity, has an asymptotic, low-energy limit that predicts the outcome of experimental tests of Bell's inequalities. The inequalities should follow if spin-correlated, spin-1/2 particles, observed in coincidence, were a spacelike distance apart; they should be violated if they were separated by timelike distances. The experiment at timelike separations, for scattered protons observed in coincidence, was carried out by Lahemi-Rachti and Mittig and, thus far, agrees with this theory. Extension of the low-energy pp scattering experiment to observations at spacelike distances is suggested, with the prediction that agreement should be obtained with Bell's inequalities there. (author)

  5. Evaluation of Life Sciences Glovebox (LSG) and Multi-Purpose Crew Restraint Concepts

    Science.gov (United States)

    Whitmore, Mihriban

    2005-01-01

    Within the scope of the Multi-purpose Crew Restraints for Long Duration Spaceflights project, funded by Code U, it was proposed to conduct a series of evaluations on the ground and on the KC-135 to investigate the human factors issues concerning confined/unique workstations, such as the design of crew restraints. The usability of multiple crew restraints was evaluated for use with the Life Sciences Glovebox (LSG) and for performing general purpose tasks. The purpose of the KC-135 microgravity evaluation was to: (1) to investigate the usability and effectiveness of the concepts developed, (2) to gather recommendations for further development of the concepts, and (3) to verify the validity of the existing requirements. Some designs had already been tested during a March KC-135 evaluation, and testing revealed the need for modifications/enhancements. This flight was designed to test the new iterations, as well as some new concepts. This flight also involved higher fidelity tasks in the LSG, and the addition of load cells on the gloveports.

  6. Influence of Precollege Experience on Self-Concept among Community College Students in Science, Mathematics, and Engineering

    Science.gov (United States)

    Starobin, Soko S.; Laanan, Frankie Santos

    Female and minority students have historically been underrepresented in the field of science, mathematics, and engineering at colleges and universities. Although a plethora of research has focused on students enrolled in 4-year colleges or universities, limited research addresses the factors that influence gender differences in community college students in science, mathematics, and engineering. Using a target population of 1,599 aspirants in science, mathematics, and engineering majors in public community colleges, this study investigates the determinants of self-concept by examining a hypothetical structural model. The findings suggest that background characteristics, high school academic performance, and attitude toward science have unique contributions to the development of self-concept among female community college students. The results add to the literature by providing new theoretical constructs and the variables that predict students' self-concept.

  7. Humanity as a Contested Concept: Relations between Disability and ‘Being Human’

    Directory of Open Access Journals (Sweden)

    Paul van Trigt

    2016-11-01

    Full Text Available This editorial presents the theme and approach of the themed issue “Humanity as a Contested Concept: Relations between Disability and ‘Being Human’”. The way in which the concept of humanity is or must be related to disability is critically investigated from different disciplinary perspectives in the themed issue, which is, moreover, situated in the field of disability studies and related to discussions about posthumanism. The argument is made that humanity is a concept that needs to be constantly reflected upon from a disability studies perspective. Finally, the contributions of the themed issue are briefly outlined.

  8. The Motivational Effects of Types of Computer Feedback on Children's Learning and Retention of Relational Concepts.

    Science.gov (United States)

    Armour-Thomas, Eleanor; And Others

    The effects of different types of feedback in computer assisted instruction (CAI) on relational concept learning by young children were compared in this study. Subjects were 89 kindergarten students whose primary language was English, and whose performance on the Boehm Test of Basic Concepts was within the average range chosen from classes in a…

  9. Prospective Mathematics Teachers' Ability to Identify Mistakes Related to Angle Concept of Sixth Grade Students

    Science.gov (United States)

    Arslan, Cigdem; Erbay, Hatice Nur; Guner, Pinar

    2017-01-01

    In the present study we try to highlight prospective mathematics teachers' ability to identify mistakes of sixth grade students related to angle concept. And also we examined prospective mathematics teachers' knowledge of angle concept. Study was carried out with 30 sixth-grade students and 38 prospective mathematics teachers. Sixth grade students…

  10. Are digital games perceived as fun or danger? Supporting and suppressing different game-related concepts.

    Science.gov (United States)

    Kneer, Julia; Glock, Sabine; Beskes, Sara; Bente, Gary

    2012-11-01

    Violent digital game play has repeatedly been discussed to be strongly related to aggression and emotional instability. Thus, digital game players have to defend against these prejudices through emphasizing positive game-related concepts such as achievement, social interaction, and immersion. We experimentally investigated which positive- and negative-concept players and nonplayers activate when being primed with digital games. Participants were either exposed to violent or nonviolent game content and were required to work on a lexical decision task. Results showed that response latencies for the concept aggression and emotional instability were faster than for neutral concepts (not associated with digital games), but slower than for the positive concepts sociality and competition. Both players and nonplayers felt the need to defend against prejudices and emphasized positive concepts. Neither their own gaming experience nor the game content influenced the results. Being a part of the net generation is sufficient to suppress negative game-related concepts and to support positive game-related concepts to protect digital games as common leisure activity among peers.

  11. Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

    Science.gov (United States)

    Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

    2016-01-01

    We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

  12. Current Concept of IgG4-Related Disease.

    Science.gov (United States)

    Okazaki, Kazuichi; Umehara, Hisanori

    2017-01-01

    IgG4-related disease (IgG4-RD) is a fibroinflammatory disease of unknown etiology, which is characterized by a tendency to form tumefactive lesions, increased serum levels of IgG4, and massive infiltration of IgG4-positive plasma cells with storiform fibrosis and/or obliterative phlebitis. Patients with IgG4-RD have frequently multiorgan involvements such as the pancreas, biliary tree, salivary glands, periorbital tissues, kidneys, lungs, lymph nodes, and retroperitoneum. IgG4-RD mainly affects middle-aged to elderly men except for involvement in lachrymal and salivary glands, so-called Mikulicz's disease. The clinical manifestations of IgG4-RD depend on individually involved organs and respond well to steroid, but the prognosis still remains unclear. Some patients develop serious complications such as obstructive jaundice due to hepatic, gallbladder, or pancreatic lesions; hydronephrosis due to retroperitoneal fibrosis; or respiratory symptoms due to pulmonary lesions. Nomenclatures of individual organ manifestation of IgG4-RD have been internationally consented.

  13. 'That's What Scientists Have To Do': Preservice Elementary Teachers' Conceptions of the Nature of Science during a Moon Investigation.

    Science.gov (United States)

    Abell, Sandra; Martini, Mariana; George, Melissa

    2001-01-01

    Describes a science methods course for elementary education majors in which students investigated the phases of the moon. Concludes that students did not make direct connections between their science learning activities and the nature of science. Provides a set of recommendations related to the nature of science and moon study. (Contains 27…

  14. An Evaluation of Multimodal Interactions with Technology while Learning Science Concepts

    Science.gov (United States)

    Anastopoulou, Stamatina; Sharples, Mike; Baber, Chris

    2011-01-01

    This paper explores the value of employing multiple modalities to facilitate science learning with technology. In particular, it is argued that when multiple modalities are employed, learners construct strong relations between physical movement and visual representations of motion. Body interactions with visual representations, enabled by…

  15. Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences

    Directory of Open Access Journals (Sweden)

    Susan M. Bridges

    2015-03-01

    Full Text Available While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.

  16. A systematic review of concept mapping-based formative assessment processes in primary and secondary science education

    DEFF Research Database (Denmark)

    Hartmeyer, Rikke; Stevenson, Matt P.; Bentsen, Peter

    2017-01-01

    assessment: firstly, concept mapping should be constructed in teaching, preferably on repeated occasions. Secondly, concept mapping should be carried out individually if personal understanding is to be elicited; however, collaborative concept mapping might foster discussions valuable for developing students......’ understanding and for activating them as instructional resources and owners of their own learning. Thirdly, low-directed mapping seems most suitable for formative assessment. Fourthly, technology-based or peer assessments are useful strategies likely to reduce the load of interpretation for the educator......In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative...

  17. Research insights and insides:"Science-in-Fiction" as a contribution to the Third Culture Concepts.

    Science.gov (United States)

    Erren, Thomas C; Falaturi, Puran

    2009-05-01

    Here we suggest to encourage more "Science-In-Fiction" [SIF], a genre which has been explored by Carl Djerassi since the late 1980s with the intent to convey science in writing beyond traditional publication categories and "to smuggle scientific facts into the consciousness of a scientifically illiterate public". In our view, SIF can serve 3 purposes: (a) inform the public at large about scientific findings, ethics and procedures; (b) infuse lay readers with interest in scientific endeavours; (c) enable the general population to better evaluate and judge scientific conduct, results and implications. While it would be desirable to have more scientists write about their own (like Watson and Maguejo) and others' discoveries (like Voltaire and Perutz), this expectation is not realistic. Indeed, some scientists may not want to share and write about their experiences and others simply should not. As one recipe for informing the lay public and instigating interest in research insights and insides, science-in-fiction such as Dr. Djerassi's novels could be written and read. This may contribute to the The Third Culture Concepts envisaged by Snow in the 1960s and elaborated by Brockman in 1995.

  18. Advanced Concepts, Technologies and Flight Experiments for NASA's Earth Science Enterprise

    Science.gov (United States)

    Meredith, Barry D.

    2000-01-01

    Over the last 25 years, NASA Langley Research Center (LaRC) has established a tradition of excellence in scientific research and leading-edge system developments, which have contributed to improved scientific understanding of our Earth system. Specifically, LaRC advances knowledge of atmospheric processes to enable proactive climate prediction and, in that role, develops first-of-a-kind atmospheric sensing capabilities that permit a variety of new measurements to be made within a constrained enterprise budget. These advances are enabled by the timely development and infusion of new, state-of-the-art (SOA), active and passive instrument and sensor technologies. In addition, LaRC's center-of-excellence in structures and materials is being applied to the technological challenges of reducing measurement system size, mass, and cost through the development and use of space-durable materials; lightweight, multi-functional structures; and large deployable/inflatable structures. NASA Langley is engaged in advancing these technologies across the full range of readiness levels from concept, to components, to prototypes, to flight experiments, and on to actual science mission infusion. The purpose of this paper is to describe current activities and capabilities, recent achievements, and future plans of the integrated science, engineering, and technology team at Langley Research Center who are working to enable the future of NASA's Earth Science Enterprise.

  19. How unique is continuity of care? A review of continuity and related concepts.

    Science.gov (United States)

    Uijen, Annemarie A; Schers, Henk J; Schellevis, François G; van den Bosch, Wil J H M

    2012-06-01

    The concept of 'continuity of care' has changed over time and seems to be entangled with other care concepts, for example coordination and integration of care. These concepts may overlap, and differences between them often remain unclear. In order to clarify the confusion of tongues and to identify core values of these patient-centred concepts, we provide a historical overview of continuity of care and four related concepts: coordination of care, integration of care, patient-centred care and case management. We identified and reviewed articles including a definition of one of these concepts by performing an extensive literature search in PubMed. In addition, we checked the definition of these concepts in the Oxford English Dictionary. Definitions of continuity, coordination, integration, patient-centred care and case management vary over time. These concepts show both great entanglement and also demonstrate differences. Three major common themes could be identified within these concepts: personal relationship between patient and care provider, communication between providers and cooperation between providers. Most definitions of the concepts are formulated from the patient's perspective. The identified themes appear to be core elements of care to patients. Thus, it may be valuable to develop an instrument to measure these three common themes universally. In the patient-centred medical home, such an instrument might turn out to be an important quality measure, which will enable researchers and policy makers to compare care settings and practices and to evaluate new care interventions from the patient perspective.

  20. Longitudinal relations between symptoms, neurocognition, and self-concept in schizophrenia.

    Science.gov (United States)

    Hesse, Klaus; Kriston, Levente; Wittorf, Andreas; Herrlich, Jutta; Wölwer, Wolfgang; Klingberg, Stefan

    2015-01-01

    Cognitive models suggest that the self-concept of persons with psychosis can be fundamentally affected. Self-concepts were found to be related to different symptom domains when measured concurrently. Longitudinal investigations to disentangle the possible causal associations are rare. We examined a sample of 160 people with a diagnosis of schizophrenia who took part in a psychotherapy study. All participants had the DSM-IV diagnosis of a schizophrenia and pronounced negative symptoms. Neurocognition, symptoms, and self-concepts were assessed at two time points 12 months apart. Structural equation modeling was used to test whether symptoms influence self-concepts (scar-model) or self-concepts affect symptoms (vulnerability model). Negative symptoms correlated concurrently with self-concepts. Neurocognitive deficits are associated with more negative self-concepts 12 months later. Interpersonal self-concepts were found to be relevant for paranoia. The findings implicate that if deficits in neurocognition are present, fostering a positive self-concept should be an issue in therapy. Negative interpersonal self-concept indicates an increased risk for paranoid delusions in the course of 1 year. New aspects for cognitive models in schizophrenia and clinical implications are discussed.

  1. Longitudinal relations between symptoms, neurocognition and self-concept in schizophrenia

    Directory of Open Access Journals (Sweden)

    Klaus eHesse

    2015-07-01

    Full Text Available Objective: Cognitive models suggest that the self-concept of persons with psychosis can be fundamentally affected. Self-concepts were found to be related to different symptom domains when measured concurrently. Longitudinal investigations to disentangle the possible causal associations are rare. Method: We examined a sample of 160 people with a diagnosis of schizophrenia who took part in a psychotherapy study. All participants had the DSM-IV diagnosis of a schizophrenia and pronounced negative symptoms. Neurocognition, symptoms and self-concepts were assessed at two time points twelve months apart. Structural equation modelling was used to test whether symptoms influence self-concepts (scar-model or self-concepts affect symptoms (vulnerability model. Results: Negative symptoms correlated concurrently with self-concepts. Neurocognitive deficits are associated with more negative self-concepts twelve months later. Interpersonal self-concepts were found to be relevant for paranoia. Conclusion: The findings implicate that if deficits in neurocognition are present, fostering a positive self-concept should be an issue in therapy. Negative interpersonal self-concept indicates an increased risk for paranoid delusions in the course of one year. New aspects for cognitive models in schizophrenia and clinical implications are discussed

  2. Age and Gender Differences in the Relation between Self-Concept Facets and Self-Esteem

    Science.gov (United States)

    Arens, A. Katrin; Hasselhorn, Marcus

    2014-01-01

    This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in…

  3. Self-concept mediates the relation between achievement and emotions in mathematics.

    Science.gov (United States)

    Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M

    2017-09-01

    Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students. Participants were ninth-grade students (n = 1,014) from eight secondary schools in the Netherlands. Through an online survey including mathematical problems, students were asked to indicate their levels of mathematics enjoyment, anxiety, and self-concept. Structural equation modelling was used to test the mediating role of self-concept in the relation between mathematics achievement and emotions. Multigroup analyses were performed to compare these relations across the three achievement groups. Results confirmed full mediation of the relation between mathematics achievement and emotions by mathematical self-concept. Furthermore, we found higher self-concepts, more enjoyment and less math anxiety in high-achieving students compared to their average and low-achieving peers. No differences across these achievement groups were found in the relations in the mediational model. Mathematical self-concept plays a pivotal role in students' appraisal of mathematics. Mathematics achievement is only one factor explaining students' self-concept. Likely also classroom instruction and teachers' feedback strategies help to shape students' self-concept. © 2017 The British Psychological Society.

  4. Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science

    Science.gov (United States)

    Lederman, Norm G.; Abd-El-Khalick, Fouad; Bell, Randy L.; Schwartz, Renée S.

    2002-08-01

    Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K-12) science education. Since the early 1960s, major efforts have been undertaken to enhance K-12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open-ended instrument, the Views of Nature of Science Questionnaire (VNOS), which in conjunction with individual interviews aims to provide meaningful assessments of learners' NOS views; (b) outline the NOS framework that underlies the development of the VNOS; (c) present evidence regarding the validity of the VNOS; (d) elucidate the use of the VNOS and associated interviews, and the range of NOS aspects that it aims to assess; and (e) discuss the usefulness of rich descriptive NOS profiles that the VNOS provides in research related to teaching and learning about NOS. The VNOS comes in response to some calls within the science education community to go back to developing standardized forced-choice paper and pencil NOS assessment instruments designed for mass administrations to large samples. We believe that these calls ignore much of what was learned from research on teaching and learning about NOS over the past 30 years. The present state of this line of research necessitates a focus on individual classroom interventions aimed at enhancing learners' NOS views, rather than on mass assessments aimed at describing or evaluating students' beliefs.

  5. Conditions for a Possible Dialogue between Theology and Science from the Perspective of the Concept of Frontier

    Directory of Open Access Journals (Sweden)

    Saplacan Calin

    2014-11-01

    Full Text Available Is there a way without conquests and wars to be found in the relationship of theology and science? This relation is analyzed from the perspective of the concept of frontier in order to establish the conditions for a possible dialogue. Paradoxically, the frontier unites and divides at the same time. On the one hand, the frontier marks the differences, on the other hand it appears as a crossing, a passageway. The frontier is an in-between, a huge space in which the two sides are called together to explain each other, and in order to create a passage between the two sides. The methodological framework of analysis is the approach of analytical theology to distinctions in language and significance. As a frame of reference, the possibility conditions for a philosophical dialogue between phenomenology and analytical philosophy have been considered.

  6. Seeding Science Success: Psychometric Properties of Secondary Science Questionnaire on Students' Self-Concept, Motivation, and Aspirations

    Science.gov (United States)

    Chandrasena, Wanasinghe; Craven, Rhonda G.; Tracey, Danielle; Dillon, Anthony

    2014-01-01

    Every sphere of life has been revolutionised by science. Thus, science understanding is an increasingly precious resource throughout the world. Despite the widely recognised need for better science education, the percentage of school students studying science is particularly low, and the numbers of students pursuing science continue to decline…

  7. Effects of Aging Stereotype Threat on Working Self-Concepts: An Event-Related Potentials Approach

    Directory of Open Access Journals (Sweden)

    Baoshan Zhang

    2017-07-01

    Full Text Available Although the influence of stereotype threat (ST on working self-concepts has been highlighted in recent years, its neural underpinnings are unclear. Notably, the aging ST, which largely influences older adults’ cognitive ability, mental and physical health, did not receive much attention. In order to investigate these issues, electroencephalogram (EEG data were obtained from older adults during a modified Stroop task using neutral words, positive and negative self-concept words in aging ST vs. neutral control conditions. Results showed longer reaction times (RTs for identifying colors of words under the aging ST compared to the neutral condition. More importantly, the negative self-concept elicited more positive late P300 amplitudes and enhanced theta band activities compared to the positive self-concept or neutral words under the aging ST condition, whereas no difference was found between these self-concepts and neutral words in the control condition. Furthermore, the aging ST induced smaller theta band synchronization and enhanced alpha band synchronization compared to the control condition. Moreover, we also observed valence differences in self-concepts where the negative self-concept words reduced early P150/N170 complex relative to neutral words. These findings suggest that priming ST could activate negative self-concepts as current working self-concept, and that this influence occurred during a late neural time course.

  8. Effects of Aging Stereotype Threat on Working Self-Concepts: An Event-Related Potentials Approach

    Science.gov (United States)

    Zhang, Baoshan; Lin, Yao; Gao, Qianyun; Zawisza, Magdalena; Kang, Qian; Chen, Xuhai

    2017-01-01

    Although the influence of stereotype threat (ST) on working self-concepts has been highlighted in recent years, its neural underpinnings are unclear. Notably, the aging ST, which largely influences older adults’ cognitive ability, mental and physical health, did not receive much attention. In order to investigate these issues, electroencephalogram (EEG) data were obtained from older adults during a modified Stroop task using neutral words, positive and negative self-concept words in aging ST vs. neutral control conditions. Results showed longer reaction times (RTs) for identifying colors of words under the aging ST compared to the neutral condition. More importantly, the negative self-concept elicited more positive late P300 amplitudes and enhanced theta band activities compared to the positive self-concept or neutral words under the aging ST condition, whereas no difference was found between these self-concepts and neutral words in the control condition. Furthermore, the aging ST induced smaller theta band synchronization and enhanced alpha band synchronization compared to the control condition. Moreover, we also observed valence differences in self-concepts where the negative self-concept words reduced early P150/N170 complex relative to neutral words. These findings suggest that priming ST could activate negative self-concepts as current working self-concept, and that this influence occurred during a late neural time course. PMID:28747885

  9. Auditing SNOMED CT hierarchical relations based on lexical features of concepts in non-lattice subgraphs.

    Science.gov (United States)

    Cui, Licong; Bodenreider, Olivier; Shi, Jay; Zhang, Guo-Qiang

    2018-02-01

    We introduce a structural-lexical approach for auditing SNOMED CT using a combination of non-lattice subgraphs of the underlying hierarchical relations and enriched lexical attributes of fully specified concept names. Our goal is to develop a scalable and effective approach that automatically identifies missing hierarchical IS-A relations. Our approach involves 3 stages. In stage 1, all non-lattice subgraphs of SNOMED CT's IS-A hierarchical relations are extracted. In stage 2, lexical attributes of fully-specified concept names in such non-lattice subgraphs are extracted. For each concept in a non-lattice subgraph, we enrich its set of attributes with attributes from its ancestor concepts within the non-lattice subgraph. In stage 3, subset inclusion relations between the lexical attribute sets of each pair of concepts in each non-lattice subgraph are compared to existing IS-A relations in SNOMED CT. For concept pairs within each non-lattice subgraph, if a subset relation is identified but an IS-A relation is not present in SNOMED CT IS-A transitive closure, then a missing IS-A relation is reported. The September 2017 release of SNOMED CT (US edition) was used in this investigation. A total of 14,380 non-lattice subgraphs were extracted, from which we suggested a total of 41,357 missing IS-A relations. For evaluation purposes, 200 non-lattice subgraphs were randomly selected from 996 smaller subgraphs (of size 4, 5, or 6) within the "Clinical Finding" and "Procedure" sub-hierarchies. Two domain experts confirmed 185 (among 223) suggested missing IS-A relations, a precision of 82.96%. Our results demonstrate that analyzing the lexical features of concepts in non-lattice subgraphs is an effective approach for auditing SNOMED CT. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. The science conceptions of chemical textbooks addressed to the high school, in treatment of chemical kinetics during the period from 1929 to 2004

    Directory of Open Access Journals (Sweden)

    Maria Eunice Ribeiro Marcondes

    2009-12-01

    Full Text Available This text is a part of the work that was developed based on the chemical kinetic theme and the target was how the scientific knowledge in this subject was used for high school textbooks, identifying the possible ideas about science related to these books. For that, based on the research developed by Níaz (1994 that used categories to represent the philosophical perspectives: the empirical/inductive and the rationalist, verifying which and how the concepts of science was inserted in the 20 Brazilians textbooks, edited in the period from 1929 to 2004.

  11. Yoruba Ethnoastronomy - "Orisha/Vodun" or How People's Conceptions of the Sky Constructed Science

    Science.gov (United States)

    Sègla, Dafon Aimé

    For the Yoruba, the Sky is the domain of the Supreme God. They believe that "Olorun" or "Olodumaré" owns the Sky and communicates through secondary, intermediary deities sent to Earth by the Supreme God. These deities are "Orisha" but are also named by the Fon in the Republic of Benin as Vodun. Nowadays, Orisha, more widely known as Vodun, is regarded as satanic, magical, and demonic. Using basic archaeology of cosmological concepts, this false picture can be rejected and replaced by a logical and realistic one based on scientific evidence whereby Orisha/Vodun is conceived as a variant of several existing world views, a "science of the local". Given that Western skepticism concerning African cultures' knowledge arises mainly from misleading comparisons, there is a need for a reconciliation between non-Western and Western world views.

  12. Academic self-concept in children with epilepsy and its relation to their quality of life.

    Science.gov (United States)

    Brabcova, Dana; Krsek, Pavel; Kohout, Jiri; Jost, Jiri; Zarubova, Jana

    2015-04-01

    Academic achievement in children with epilepsy is a highly studied topic with many important implications. However, only little attention has been devoted to academic self-concept of such children and the relation of academic self-concept to their quality of life. We aimed to examine academic self-concept in children with epilepsy, to assess its relationship to academic achievement and to determine possible correlations between academic self-concept and quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the student's perception of ability scale (SPAS) questionnaire to determine their academic self-concept and the modified Czech version of the CHEQOL-25 questionnaire to determine their health-related quality of life. We found that academic self-concept in children with epilepsy was on average significantly lower than in their peers without seizures, especially with regard to general school-related abilities, reading, and spelling. On the other hand, the variance in the data obtained from the group of children with epilepsy was significantly higher than in the whole population and the proportion of individuals with very high academic self-concept seems comparable among children with and without epilepsy. Moreover, it was found that correlations between academic self-concept and academic achievement are significantly lower in children with epilepsy than in the whole population. The presented results suggest that considerable attention should be paid to the role of academic self-concept in education of children with epilepsy and to the factors influencing this self-concept in this group.

  13. Engagement and burnout at work, and related concepts for the 6th EWCS

    NARCIS (Netherlands)

    Houtman, I.L.D.; Schaufeli, W.B.

    2017-01-01

    Work engagement in Europe: an ultra-short work engagement scale and its relation with related concepts. Research and policy attention on work-related stress, mental health and well-being has increased, both in the international scientific literature as well as in society. Within the latter sphere,

  14. Concepts of animal welfare in relation to positions in animal ethics.

    Science.gov (United States)

    Schmidt, Kirsten

    2011-06-01

    When animal ethicists deal with welfare they seem to face a dilemma: On the one hand, they recognize the necessity of welfare concepts for their ethical approaches. On the other hand, many animal ethicists do not want to be considered reformist welfarists. Moreover, animal welfare scientists may feel pressed by moral demands for a fundamental change in our attitude towards animals. The analysis of this conflict from the perspective of animal ethics shows that animal welfare science and animal ethics highly depend on each other. Welfare concepts are indispensable in the whole field of animal ethics. Evidence for this can be found by analyzing the structure of theories of animal ethics and the different ways in which these theories employ welfare concepts. Furthermore, the background of values underneath every welfare theory is essential to pursue animal welfare science. Animal ethics can make important contributions to the clarification of underlying normative assumptions with regard to the value of the animal, with regard to ideas about what is valuable for the animal, and with regard to the actions that should follow from the results of animal welfare science.

  15. The development and validation of a two-tiered multiple-choice instrument to identify alternative conceptions in earth science

    Science.gov (United States)

    Mangione, Katherine Anna

    This study was to determine reliability and validity for a two-tiered, multiple- choice instrument designed to identify alternative conceptions in earth science. Additionally, this study sought to identify alternative conceptions in earth science held by preservice teachers, to investigate relationships between self-reported confidence scores and understanding of earth science concepts, and to describe relationships between content knowledge and alternative conceptions and planning instruction in the science classroom. Eighty-seven preservice teachers enrolled in the MAT program participated in this study. Sixty-eight participants were female, twelve were male, and seven chose not to answer. Forty-seven participants were in the elementary certification program, five were in the middle school certification program, and twenty-nine were pursuing secondary certification. Results indicate that the two-tiered, multiple-choice format can be a reliable and valid method for identifying alternative conceptions. Preservice teachers in all certification areas who participated in this study may possess common alternative conceptions previously identified in the literature. Alternative conceptions included: all rivers flow north to south, the shadow of the Earth covers the Moon causing lunar phases, the Sun is always directly overhead at noon, weather can be predicted by animal coverings, and seasons are caused by the Earth's proximity to the Sun. Statistical analyses indicated differences, however not all of them significant, among all subgroups according to gender and certification area. Generally males outperformed females and preservice teachers pursuing middle school certification had higher scores on the questionnaire followed by those obtaining secondary certification. Elementary preservice teachers scored the lowest. Additionally, self-reported scores of confidence in one's answers and understanding of the earth science concept in question were analyzed. There was a

  16. Introduction: contexts and concepts of adaptability and plasticity in 20th-century plant science.

    Science.gov (United States)

    Baranski, Marci; Peirson, B R Erick

    2015-04-01

    Nowhere is the problem of understanding the complex linkages between organisms and their environments more apparent than in the science of plants. Today, efforts by scientists to predict and manage the biological consequences of shifting global and regional climates depend on understanding how organisms respond morphologically, physiologically, and behaviorally to changes in their environments. Investigating organismal "adaptability" (or "plasticity") is rarely straightforward, prompting controversy and discourse among and between ecologists and agricultural scientists. Concepts like agro-climatic adaptation, phenotypic plasticity, and genotype-environment interaction (GxE) are key to those debates, and their complex histories have imbued them with assumptions and meanings that are consequential but often opaque. This special section explores the diverse ways in which organismal adaptability has been conceptualized and investigated in the second half of the 20th century, and the multifarious political, economic, environmental, and intellectual contexts in which those conceptions have emerged and evolved. The papers in this section bring together perspectives from the histories of agriculture, population ecology, evolutionary theory, and plant physiology, cutting across Asian, North American, and British contexts. As a whole, this section highlights not only the diversity of meanings of "adaptability" and "plasticity," but also the complex linkages between those meanings, the scientific practices and technologies in which they are embedded, and the ends toward which those practices and technologies are employed. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. The effects of collaborative concept mapping on the achievement, science self-efficacy and attitude toward science of female eighth-grade students

    Science.gov (United States)

    Ledger, Antoinette Frances

    This study sought to examine whether collaborative concept mapping would affect the achievement, science self-efficacy and attitude toward science of female eighth grade science students. The research questions are: (1) Will the use of collaborative concept mapping affect the achievement of female students in science? (2) Will the use of collaborative concept mapping affect the science self-efficacy of female students? (3) Will the use of collaborative concept mapping affect the attitudes of females toward science? The study was quasi-experimental and utilized a pretest-posttest design for both experimental and control groups. Eighth grade female and male students from three schools in a large northeastern school district participated in this study. The achievement test consisted of 10 multiple choice and two open-response questions and used questions from state-wide and national assessments as well as teacher-constructed items. A 29 item Likert type instrument (McMillan, 1992) was administered to measure science self-efficacy and attitude toward science. The study was of 12 weeks duration. During the study, experimental group students were asked to perform collaborative concept map construction in single sex dyads using specific terms designated by the classroom teacher and the researcher. During classroom visitations, student perceptions of collaborative concept mapping were collected and were used to provide insight into the results of the quantitative data analysis. Data from the pre and posttest instruments were analyzed for both experimental and control groups using t-tests. Additionally, the three teachers were interviewed and their perceptions of the study were also used to gain insight into the results of the study. The analysis of data showed that experimental group females showed significantly higher gains in achievement than control group females. An additional analysis of data showed experimental group males showed significantly greater gains in

  18. Career-Related Learning and Science Education: The Changing Landscape

    Science.gov (United States)

    Hutchinson, Jo

    2012-01-01

    Pupils ask STEM subject teachers about jobs and careers in science, but where else do they learn about work? This article outlines career-related learning within schools in England alongside other factors that influence pupils' career decisions. The effect of the Education Act 2011 will be to change career learning in schools. The impact on…

  19. Examining classroom interactions related to difference in students' science achievement

    Science.gov (United States)

    Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

    2003-01-01

    The current study examines the cognitive supports that underlie achievement in science by using a cultural historical framework (L. S. Vygotsky (1934/1986), Thought and Language, MIT Press, Cambridge, MA.) and the activity setting (AS) construct (R. G. Tharp & R. Gallimore (1988), Rousing minds to life: Teaching, learning and schooling in social context, Cambridge University Press, Cambridge, MA.) with its five features: personnel, motivations, scripts, task demands, and beliefs. Observations were made of the classrooms of seventh-grade science students, 32 of whom had participated in a prior achievement-related parent-child interaction or home study (P. R. Portes, M. F. Zady, & R. M. Dunham (1998), Journal of Genetic Psychology, 159, 163-178). The results of a quantitative analysis of classroom interaction showed two features of the AS: personnel and scripts. The qualitative field analysis generated four emergent phenomena related to the features of the AS that appeared to influence student opportunity for conceptual development. The emergent phenomenon were science activities, the building of learning, meaning in lessons, and the conflict over control. Lastly, the results of the two-part classroom study were compared to those of the home science AS of high and low achievers. Mismatches in the AS features in the science classroom may constrain the opportunity to learn. Educational implications are discussed.

  20. The Sharjah Center for Astronomy and Space Sciences (SCASS 2015): Concept and Resources

    Science.gov (United States)

    Naimiy, Hamid M. K. Al

    2015-08-01

    The Sharjah Center for Astronomy and Space Sciences (SCASS) was launched this year 2015 at the University of Sharjah in the UAE. The center will serve to enrich research in the fields of astronomy and space sciences, promote these fields at all educational levels, and encourage community involvement in these sciences. SCASS consists of:The Planetarium: Contains a semi-circle display screen (18 meters in diameter) installed at an angle of 10° which displays high-definition images using an advanced digital display system consisting of seven (7) high-performance light-display channels. The Planetarium Theatre offers a 200-seat capacity with seats placed at highly calculated angles. The Planetarium also contains an enormous star display (Star Ball - 10 million stars) located in the heart of the celestial dome theatre.The Sharjah Astronomy Observatory: A small optical observatory consisting of a reflector telescope 45 centimeters in diameter to observe the galaxies, stars and planets. Connected to it is a refractor telescope of 20 centimeters in diameter to observe the sun and moon with highly developed astronomical devices, including a digital camera (CCD) and a high-resolution Echelle Spectrograph with auto-giving and remote calibration ports.Astronomy, space and physics educational displays for various age groups include:An advanced space display that allows for viewing the universe during four (4) different time periods as seen by:1) The naked eye; 2) Galileo; 3) Spectrographic technology; and 4) The space technology of today.A space technology display that includes space discoveries since the launching of the first satellite in 1940s until now.The Design Concept for the Center (450,000 sq. meters) was originated by HH Sheikh Sultan bin Mohammed Al Qasimi, Ruler of Sharjah, and depicts the dome as representing the sun in the middle of the center surrounded by planetary bodies in orbit to form the solar system as seen in the sky.

  1. A conceptual change analysis of nature of science conceptions: The deep roots and entangled vines of a conceptual ecology

    Science.gov (United States)

    Johnston, Adam Thomas

    This research used theories of conceptual change to analyze learners' understandings of the nature of science (NOS). Ideas regarding the NOS have been advocated as vital aspects of science literacy, yet learners at many levels (students and teachers) have difficulty in understanding these aspects in the way that science literacy reforms advocate. Although previous research has shown the inadequacies in learners' NOS understandings and have documented ways by which to improve some of these understandings, little has been done to show how these ideas develop and why learners' preexisting conceptions of NOS are so resistant to conceptual change. The premise of this study, then, was to describe the nature of NOS conceptions and of the conceptual change process itself by deeply analyzing the conceptions of individual learners. Toward this end, 4 individuals enrolled in a physical science course designed for preservice elementary teachers were selected to participate in a qualitative research study. These individuals answered questionnaires, surveys, direct interview questions, and a variety of interview probes (e.g., critical incidents, responses to readings/videos, reflections on coursework, card sorting tasks, etc.) which were administered throughout the duration of a semester. By utilizing these in-depth, qualitative probes, learners' conceptions were not only assessed but also described in great detail, revealing the source of their conceptions as well as identifying many instances in which a learner's directly stated conception was contradictory to that which was reflected by more indirect probes. As a result of this research, implications regarding NOS conceptions and their development have been described. In addition, various descriptions of conceptual change have been further refined and informed. Especially notable, the influence of a learner's conceptual ecology and its extrarational influences on conceptual change have been highlighted. It is argued that

  2. The Sociology and Social Science of ‘Evil’: Is the Conception of Pedophilia ‘Evil’?

    OpenAIRE

    Javaid, A

    2015-01-01

    This paper approaches 'evil' from sociological and social science perspectives, using them to increase our insight into the concept of 'evil' since they have long neglected direct analyses of 'evil'. For example, sociology has focused on questions of the good, treating its other as an absence or a residual category. Durkheim suggested to avoid using common sense categorisations, without exploring their social construction as social fact. Therefore, because 'evil' is a common sense conception,...

  3. [The current conception of the unconscious - empirical results of neurobiology, cognitive sciences, social psychology and emotion research].

    Science.gov (United States)

    Schüssler, Gerhard

    2002-01-01

    The influence of the unconscious on psychosomatic medicine and psychotherapy: a comprehensive concept of unconscious processes based on empirical evidence. The theory of the Unconscious constitutes the basis of psychoanalysis and of psychodynamic therapy. The traditional description of the Unconscious as given by Freud is of historical significance and not only gained widespread acceptance but also attracted much criticism. The most important findings of neurobiology, the cognitive sciences, social psychology and emotion research in relation to the Unconscious are compared with this traditional definition. Empirical observations on defence mechanisms are of particular interest in this context. A comprehensive concept of unconscious processes is revealed: the fundamental process of brain function is unconscious. Parts of the symbolic-declarative and emotional-procedural processing by the brain are permanently unconscious. Other parts of these processing procedures are conscious or can be brought to the conscious or alternatively, can also be excluded from the conscious. Unconscious processes exert decisive influence on experience and behaviour; for this reason, every form of psychotherapy should take into account such unconscious processes.

  4. Concept Analysis: Health-Promoting Behaviors Related to Human Papilloma Virus (HPV) Infection.

    Science.gov (United States)

    McCutcheon, Tonna; Schaar, Gina; Parker, Karen L

    2015-01-01

    The concept of health-promoting behaviors incorporates ideas presented in the Ottawa Charter of Public Health and the nursing-based Health Promotion Model. Despite the fact that the concept of health-promoting behaviors has a nursing influence, literature suggests nursing has inadequately developed and used this concept within nursing practice. A further review of literature regarding health promotion behaviors and the human papilloma virus suggest a distinct gap in nursing literature. This article presents a concept analysis of health-promoting behaviors related to the human papilloma virus in order to encourage the application of the concept into nursing practice, promote continued nursing research regarding this concept, and further expand the application of health-promoting behaviors to other situations and populations within the nursing discipline. Attributes of health-promoting behaviors are presented and include empowerment, participation, community, and a positive concept of health. Antecedents, consequences, and empirical referents are also presented, as are model, borderline, and contrary cases to help clarify the concept. Recommendations for human papilloma virus health-promoting behaviors within the nursing practice are also provided. © 2014 Wiley Periodicals, Inc.

  5. The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes towards Integration

    Science.gov (United States)

    McHugh, Luisa

    2016-01-01

    Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to…

  6. `Models of' versus `Models for'. Toward an Agent-Based Conception of Modeling in the Science Classroom

    Science.gov (United States)

    Gouvea, Julia; Passmore, Cynthia

    2017-03-01

    The inclusion of the practice of "developing and using models" in the Framework for K-12 Science Education and in the Next Generation Science Standards provides an opportunity for educators to examine the role this practice plays in science and how it can be leveraged in a science classroom. Drawing on conceptions of models in the philosophy of science, we bring forward an agent-based account of models and discuss the implications of this view for enacting modeling in science classrooms. Models, according to this account, can only be understood with respect to the aims and intentions of a cognitive agent (models for), not solely in terms of how they represent phenomena in the world (models of). We present this contrast as a heuristic— models of versus models for—that can be used to help educators notice and interpret how models are positioned in standards, curriculum, and classrooms.

  7. Gender differences in teachers' behaviors in relation to adolescents' self-concepts.

    Science.gov (United States)

    Mboya, M M

    1995-12-01

    Gender differences in the relationship between teachers' behaviors and adolescents' self-concepts were investigated in 276 (156 boys and 120 girls) Standard Ten students from two coeducational high schools in Langa, Cape Town, South Africa. The Perceived Teacher Behavior Inventory was used to measure adolescents' self-concepts. Analysis indicated significant differences in perceived teachers' behavior and adolescents' self-description scale scores between boys and girls. Further, students' self-concept dimensions most strongly associated with teachers' behaviors were relations with family, general school, and health.

  8. BOOK REVIEW: Critical Phenomena in Natural Sciences: Chaos, Fractals, Selforganization and Disorder: Concepts and Tools

    Science.gov (United States)

    Franz, S.

    2004-10-01

    Since the discovery of the renormalization group theory in statistical physics, the realm of applications of the concepts of scale invariance and criticality has pervaded several fields of natural and social sciences. This is the leitmotiv of Didier Sornette's book, who in Critical Phenomena in Natural Sciences reviews three decades of developments and applications of the concepts of criticality, scale invariance and power law behaviour from statistical physics, to earthquake prediction, ruptures, plate tectonics, modelling biological and economic systems and so on. This strongly interdisciplinary book addresses students and researchers in disciplines where concepts of criticality and scale invariance are appropriate: mainly geology from which most of the examples are taken, but also engineering, biology, medicine, economics, etc. A good preparation in quantitative science is assumed but the presentation of statistical physics principles, tools and models is self-contained, so that little background in this field is needed. The book is written in a simple informal style encouraging intuitive comprehension rather than stressing formal derivations. Together with the discussion of the main conceptual results of the discipline, great effort is devoted to providing applied scientists with the tools of data analysis and modelling necessary to analyse, understand, make predictions and simulate systems undergoing complex collective behaviour. The book starts from a purely descriptive approach, explaining basic probabilistic and geometrical tools to characterize power law behaviour and scale invariant sets. Probability theory is introduced by a detailed discussion of interpretative issues warning the reader on the use and misuse of probabilistic concepts when the emphasis is on prediction of low probability rare---and often catastrophic---events. Then, concepts that have proved useful in risk evaluation, extreme value statistics, large limit theorems for sums of independent

  9. Critical Phenomena in Natural Sciences: Chaos, Fractals, Selforganization and Disorder: Concepts and Tools

    International Nuclear Information System (INIS)

    Franz, S

    2004-01-01

    Since the discovery of the renormalization group theory in statistical physics, the realm of applications of the concepts of scale invariance and criticality has pervaded several fields of natural and social sciences. This is the leitmotiv of Didier Sornette's book, who in Critical Phenomena in Natural Sciences reviews three decades of developments and applications of the concepts of criticality, scale invariance and power law behaviour from statistical physics, to earthquake prediction, ruptures, plate tectonics, modelling biological and economic systems and so on. This strongly interdisciplinary book addresses students and researchers in disciplines where concepts of criticality and scale invariance are appropriate: mainly geology from which most of the examples are taken, but also engineering, biology, medicine, economics, etc. A good preparation in quantitative science is assumed but the presentation of statistical physics principles, tools and models is self-contained, so that little background in this field is needed. The book is written in a simple informal style encouraging intuitive comprehension rather than stressing formal derivations. Together with the discussion of the main conceptual results of the discipline, great effort is devoted to providing applied scientists with the tools of data analysis and modelling necessary to analyse, understand, make predictions and simulate systems undergoing complex collective behaviour. The book starts from a purely descriptive approach, explaining basic probabilistic and geometrical tools to characterize power law behaviour and scale invariant sets. Probability theory is introduced by a detailed discussion of interpretative issues warning the reader on the use and misuse of probabilistic concepts when the emphasis is on prediction of low probability rare - and often catastrophic - events. Then, concepts that have proved useful in risk evaluation, extreme value statistics, large limit theorems for sums of independent

  10. Integrated Science Assessment (ISA) of Ozone and Related ...

    Science.gov (United States)

    EPA announced the availability of the final report, Integrated Science Assessment of Ozone and Related Photochemical Oxidants. This document represents a concise synthesis and evaluation of the most policy-relevant science and will ultimately provide the scientific bases for EPA’s decision regarding the adequacy of the current national ambient air quality standards for ozone to protect human health, public welfare, and the environment. Critical evaluation and integration of the evidence on health and environmental effects of ozone to provide scientific support for the review of the NAAQS for ozone.

  11. Changes over nature concepts attitudinal nature of science and technology in primary school students after didactic intervention

    Directory of Open Access Journals (Sweden)

    Ricardo Pereira Sepini

    2014-06-01

    Full Text Available This investigation involved quality teaching of issues the Nature of Science and Technology (NS&T related to the validation of knowledge and how it works in today's world. The goal was to show the possibility to teach and assess issues and innovative ways of understanding the NS&T from a didactic intervention performed in the classroom with the help of a Teaching Learning Sequence (TLS. The study design was a experimental intervention, which gathers pretest - didactic intervention - posttest steps, with an experimental group and a control group. Research subjects were students of High-School in a city located in the southern state of Minas Gerais. Among the results there is a significant improvement from pretest to posttest in the experimental group, and a modest improvement in the control group. The contributions of this research also includes the TLS itself and the assessment instruments, and its functionality that makes them transferable to teaching science. We conclude that through the activity designed, conducted and evaluated in the classroom students achieved an improvement in attitudinal conceptions of NS&T

  12. Transforming "Ecosystem" from a Scientific Concept into a Teachable Topic: Philosophy and History of Ecology Informs Science Textbook Analysis

    Science.gov (United States)

    Schizas, Dimitrios; Papatheodorou, Efimia; Stamou, George

    2017-04-01

    This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we describe four epistemological problems associated with how the concept of "ecosystem" is elaborated within ecological science and we examine how each problem is reproduced in the biology textbook utilized by Greek students in the 12th grade and the resulting teacher and student misunderstandings that may occur. Our research demonstrates that the authors of the textbook address these problems by appealing simultaneously to holistic and reductionist ideas. This results in a meaningless and confused depiction of "ecosystem" and may provoke many serious misconceptions on the part of textbook users, for example, that an ecosystem is a system that can be applied to every set of interrelated ecological objects irrespective of the organizational level to which these entities belong or how these entities are related to each other. The implications of these phenomena for science education research are discussed from a perspective that stresses the role of background assumptions in the understanding of declarative knowledge.

  13. 資優生科學自我概念與科學成就之縱貫研究 Longitudinal Study of Gifted Students’Science Self-Concept and Science Achievement

    Directory of Open Access Journals (Sweden)

    侯雅齡 Ya-Ling Hou

    2013-06-01

    and their science achievement. The multivariate multilevel growth curve model suggested that the development of the science self-concept was not related to the development of science achievement. A cross-lagged panel correlation analysis showed that the science self-concept to predict the subsequent science achievement was statistically significant. No significant difference was found between genders in science achievement; however, the gifted girls’ score on the science self-concept was lower than the boys’. Finally, conclusions and suggestions for the practical application of and future research on the science self-concept and science achievement are proposed.

  14. Analysis of chemical concepts as the basic of virtual laboratory development and process science skills in solubility and solubility product subject

    Science.gov (United States)

    Syafrina, R.; Rohman, I.; Yuliani, G.

    2018-05-01

    This study aims to analyze the concept characteristics of solubility and solubility products that will serve as the basis for the development of virtual laboratory and students' science process skills. Characteristics of the analyzed concepts include concept definitions, concept attributes, and types of concepts. The concept analysis method uses concept analysis according to Herron. The results of the concept analysis show that there are twelve chemical concepts that become the prerequisite concept before studying the solubility and solubility and five core concepts that students must understand in the solubility and Solubility product. As many as 58.3% of the definitions of the concepts contained in high school textbooks support students' science process skills, the rest of the definition of the concept is memorized. Concept attributes that meet three levels of chemical representation and can be poured into a virtual laboratory have a percentage of 66.6%. Type of concept, 83.3% is a concept based on principle; and 16.6% concepts that state the process. Meanwhile, the science process skills that can be developed based on concept analysis are the ability to observe, calculate, measure, predict, interpret, hypothesize, apply, classify, and inference.

  15. Cultural Mediation. The Usefulness of Selected Concepts of Developmental Psychology for Coaching and Mentoring Relations

    OpenAIRE

    Smorczewska, Barbara

    2013-01-01

    Some developmental psychological concepts, such as L. S. Vygotsky’s zone of proximal development or H. R. Schaffer’s joint involvement episodes, gave a new perspective in perceiving the process of teaching and development, by providing very detailed characteristics of the situation of acquiring competence in social relations. The mentioned concepts are based on a belief in the developmental potential of humans, and they perceive teaching as future-oriented. These assumptions are also characte...

  16. Adolescent Girls' Self-Concept and Its Related Factors Based on Roy Adaptation Model

    OpenAIRE

    M. Basiri Moghadam; SH. Khosravan; L. Sadeghmoghadam; N. Ebrahimi Senoo

    2017-01-01

    Aims: One of the most important factors of individual health in the adolescents is the self-concept. As a nursing model, the Roy adaptation model mainly investigates the factor. The aim of the study was to investigate the self-concept and its related factors in the adolescent girls in Gonabad Township, based on the Roy adaptation model. Instrument & Methods: In the descriptive cross-sectional study, 270 adolescent girls were studied in Gonabad Township, Iran, in 2015. The subjects were s...

  17. Science and technology related global problems: An international survey of science educators

    Science.gov (United States)

    Bybee, Rodger W.; Mau, Teri

    This survey evaluated one aspect of the Science-Technology-Society theme, namely, the teaching of global problems related to science and technology. The survey was conducted during spring 1984. Two hundred sixty-two science educators representing 41 countries completed the survey. Response was 80%. Findings included a ranking of twelve global problems (the top six were: World Hunger and Food Resources, Population Growth, Air Quality and Atmosphere, Water Resources, War Technology, and Human Health and Disease). Science educators generally indicated the following: the science and technology related global problems would be worse by the year 2000; they were slightly or moderately knowledgeable about the problems; print, audio-visual media, and personal experiences were their primary sources of information; it is important to study global problems in schools; emphasis on global problems should increase with age/grade level; an integrated approach should be used to teach about global problems; courses including global problems should be required of all students; most countries are in the early stages of developing programs including global problems; there is a clear trend toward S-T-S; there is public support for including global problems; and, the most significant limitations to implementation of the S-T-S theme (in order of significance) are political, personnel, social, psychological, economic, pedagogical, and physical. Implications for research and development in science education are discussed.

  18. God, design, and naturalism: Implications of methodological naturalism in science for science-religion relation

    Directory of Open Access Journals (Sweden)

    Piotr Bylica

    2015-03-01

    Full Text Available The aim of this paper is to analyze the implications flowing from adopting methodological naturalism in science, with special emphasis on the relation between science and religion. Methodological naturalism, denying supernatural and teleological explanations, influences the content of scientific theories, and in practice leads to vision of science as compatible with ontological naturalism and in opposition to theism. Ontological naturalism in turn justifies the acceptance of methodological naturalism as the best method to know the reality. If we accept realistic interpretation of scientific theories, then methodological naturalism conflicts science with religion. Theistic evolution does not seem to be a proper way to reconcile Darwinism and methodological naturalism with theism. Many of such propositions are boiled down to deism. Although evolution can be interpreted theistically, it is not the way in which majority of modern scientists and respectable scientific institutions understand it.

  19. The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success

    Science.gov (United States)

    Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

    2014-01-01

    Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

  20. Concept analysis of risk in relation to coronary heart disease among Filipino-Americans.

    Science.gov (United States)

    Dalusung-Angosta, Alona

    2010-01-01

    To analyze the concept of risk in relation to coronary heart disease (CHD) among Filipino-Americans (FAs) and provide a new definition of risk. Published literature. This concept analysis provided a new meaning of risk in relation to CHD among FAs and shed light on further understanding of risk. Risk has been laced with negativity in health care, but based on the current literature, risk can be conceptualized in a positive perspective, especially in the area of chronic health disease such as CHD. However, further research is needed in the conceptualization of risk related to CHD for consistency, adequacy, and meaning. © 2010 Wiley Periodicals, Inc.

  1. Effective and responsible teaching of climate change in Earth Science-related disciplines

    Science.gov (United States)

    Robinson, Z. P.; Greenhough, B. J.

    2009-04-01

    Climate change is a core topic within Earth Science-related courses. This vast topic covers a wide array of different aspects that could be covered, from past climatic change across a vast range of scales to environmental (and social and economic) impacts of future climatic change and strategies for reducing anthropogenic climate change. The Earth Science disciplines play a crucial role in our understanding of past, present and future climate change and the Earth system in addition to understanding leading to development of strategies and technological solutions to achieve sustainability. However, an increased knowledge of the occurrence and causes of past (natural) climate changes can lead to a lessened concern and sense of urgency and responsibility amongst students in relation to anthropogenic causes of climatic change. Two concepts integral to the teaching of climate change are those of scientific uncertainty and complexity, yet an emphasis on these concepts can lead to scepticism about future predictions and a further loss of sense of urgency. The requirement to understand the nature of scientific uncertainty and think and move between different scales in particular relating an increased knowledge of longer timescale climatic change to recent (industrialised) climate change, are clearly areas of troublesome knowledge that affect students' sense of responsibility towards their role in achieving a sustainable society. Study of the attitudes of university students in a UK HE institution on a range of Earth Science-related programmes highlights a range of different attitudes in the student body towards the subject of climate change. Students express varied amounts of ‘climate change saturation' resulting from both media and curriculum coverage, a range of views relating to the significance of humans to the global climate and a range of opinions about the relevance of environmental citizenship to their degree programme. Climate change is therefore a challenging

  2. Remote Instrumentation for eScience and Related Aspects

    CERN Document Server

    Lawenda, Marcin; Meyer, Norbert; Pugliese, Roberto; Węglarz, Jan; Zappatore, Sandro

    2012-01-01

    Making scientific instruments a manageable resource over distributed computing infrastructures such as the grid has been a key focal point of e-science research in recent years. It is now known by the generic term ‘remote instrumentation’, and is the subject of this useful volume that covers a range of perspectives on the topic reflected by the contributions to the 2010 workshop on remote instrumentation held in Poznań, Poland. E-science itself is a complex set of disciplines requiring computationally intensive distributed operations, high-speed networking, and collaborative working tools. As such, it is most often (and correctly) associated with grid- and cloud-computing infrastructures and middleware. The contributions to this publication consider broader aspects of the theme of remote instrumentation applied to e-science, as well as exploring related technologies that enable the implementation of truly distributed and coordinated laboratories. Among the topics discussed are remote instrumentation and ...

  3. Towards a Definition of Role-related Concepts for Business Modeling

    NARCIS (Netherlands)

    Meertens, Lucas Onno; Iacob, Maria Eugenia; Nieuwenhuis, Lambertus Johannes Maria

    2010-01-01

    Abstract—While several role-related concepts play an important role in business modeling, their definitions, relations, and use differ greatly between languages, papers, and reports. Due to this, the knowledge captured by models is not transferred correctly, and models are incomparable. In this

  4. Misconceptions of High School Students Related to the Conceptions of Absolutism and Constitutionalism in History Courses

    Science.gov (United States)

    Bal, Mehmet Suat

    2011-01-01

    The goal of this study is to analyze the 10th grade high school students' misconceptions related to the sense of ruling in the Ottoman State during the absolutist and constitutional periods and to investigate the causes of these misconceptions. The data were collected through eight open-ended questions related to the concepts of absolutism and…

  5. Self-concept mediates the relation between achievement and emotions in mathematics

    NARCIS (Netherlands)

    Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M

    BACKGROUND: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions.

  6. Activity-Based Restorative Therapies: Concepts and Applications in Spinal Cord Injury-Related Neurorehabilitation

    Science.gov (United States)

    Sadowsky, Cristina L.; McDonald, John W.

    2009-01-01

    Physical rehabilitation following spinal cord injury-related paralysis has traditionally focused on teaching compensatory techniques, thus enabling the individual to achieve day-to-day function despite significant neurological deficits. But the concept of an irreparable central nervous system (CNS) is slowly being replaced with evidence related to…

  7. Self-concept mediates the relation between achievement and emotions in mathematics

    NARCIS (Netherlands)

    Beek, J.P.J. van der; Ven, S.H.G. van der; Kroesbergen, E.H.; Leseman, P.P.M.

    2017-01-01

    Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions.

  8. Self-Concept Mediates the Relation between Achievement and Emotions in Mathematics

    Science.gov (United States)

    Van der Beek, Jojanneke P. J.; Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Leseman, Paul P. M.

    2017-01-01

    Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. Aims: The aims were (1) to investigate the…

  9. Results of Needs Assessments Related to Citizen Science Projects

    Science.gov (United States)

    Buxner, Sanlyn; Bracey, Georgia; Glushko, Anna; Bakerman, Maya; Gay, Pamela L.; CosmoQuest Team

    2017-01-01

    The CosmoQuest Virtual Research Facility invites the public and classrooms to participate in NASA Science Mission Directorate related research that leads to publishable results and data catalogues. One of the main goals of the project is to support professional scientists in doing science and the general public--including parents, children, teachers, and students--in learning and doing science. Through the effort, the CosmoQuest team is developing a variety of supports and opportunities to support the doing and teaching of science. To inform our efforts, we have implemented a set of needs surveys to assess the needs of our different audiences. These surveys are being used to understand the interests, motivations, resources, challenges and demographics of our growing CosmoQuest community and others interested in engaging in citizen science projects. The surveys include those for teachers, parents, adult learners, planetarium professionals, subject matter experts (SMEs), and the general public. We will share the results of these surveys and discuss the implications of the results for broader education and outreach programs.

  10. A study of Taiwanese children's conceptions of and relation to nature: Curricular and policy implications

    Science.gov (United States)

    Dai, Amy Hsin-I.

    The present study investigated children's conceptions of and relations to nature. Understanding the factors that influence them was the goal. The study used the Contextual Model of Learning as the theoretical framework to structure the research questions and data analysis to understand children's nature learning in the personal, sociocultural, and physical contexts that change over time. Twelve children aged 5 and 6 were prompted to draw a picture of themselves in nature. They were interviewed about the sources of those ideas and living experiences, and if they thought photographs of scenery were nature. These twelve children's parents also participated in a survey to study the family influence. I used interpretational analysis to seek for common patterns and themes. Scoring rubrics, coaxial comparison, constant comparison, and the theoretical framework were used to triangulate and investigate influential factors of children's ideas of nature. The study showed that children at this age already had developed a basic conception of what is nature, but also need to learn about the role of human beings in nature and the interrelations of nature in order to develop environmental education ideas. Most children also had a positive feeling toward nature. Children's definitions of nature were developed mainly from what parents and grandparents had told them and their firsthand exposure to nature. Only during the weekend did the children's families have time to visit nature. It was found that most parents in this study stated that they were inspired by nature and were very willing to take their children to nature settings. The most visited natural places that were reported visited were parks in the city and the mountains surrounding the city. However, very often parents missed teachable opportunities to make the experiences with nature meaningful to children. Implications of the study apply to curriculum designers, educators, urban planners, and parents. It is recommended

  11. The escaping "pneuma" - gas of ancient earthquake concepts in relation to animal, atmospheric and thermal precursors

    Science.gov (United States)

    Helmut, Tributsch

    2013-04-01

    The escaping "pneuma" - gas of ancient earthquake concepts in relation to animal, atmospheric and thermal precursors Helmut Tributsch Present affiliation: Carinthian University for Applied Sciences, Bio-mimetics program, Europastrasse 4, 9524 Villach, Austria, helmut.tributsch@alice.it Retired from: Free University Berlin, Institute for physical and theoretical chemistry, Takustr. 3, 14195 Berlin, Germany. For two thousand years ancient European and medieval (including islamic) natural philosophers have considered a dry, warm gas, the "pneuma" ( breath, exhalation), escaping from the earth, as precursor and trigger of earthquakes. Also in China an escaping gas or breath (the qi) was considered the cause of earthquake, first in a document from 780 BC. We know today that escaping gas is not causing earthquakes. But it may be that natural phenomena that supported such a pneuma-concept have again and again been observed. The unpolluted environment and the largely absence of distracting artificial stimuli may have allowed the recognition of distinct earthquake precursors, such as described by ancient observers: (1) the sun becomes veiled and has a dim appearance, turns reddish or dark (2) a narrow long stretched cloud becomes visible, like a line drawn by a ruler, (3) earthquakes preceded by a thin streak of cloud stretching over a wide space. (4) earthquakes in the morning sometimes preceded by a still and a strong frost, (5) a surf - line of the air sea is forming (near the horizon). The described phenomena may be interpreted as a kind of smog forming above the ground prior to an earthquake, a smog exhaled from the ground, which is triggering water condensation, releasing latent heat, changing visibility, temperature, heat conduction and radiation properties. This could perfectly match the phenomenon, which is at the origin of satellite monitored temperature anomalies preceding earthquakes. Based on a few examples it will be shown that the time window of temperature

  12. Identifying biological concepts from a protein-related corpus with a probabilistic topic model

    Directory of Open Access Journals (Sweden)

    Lu Xinghua

    2006-02-01

    Full Text Available Abstract Background Biomedical literature, e.g., MEDLINE, contains a wealth of knowledge regarding functions of proteins. Major recurring biological concepts within such text corpora represent the domains of this body of knowledge. The goal of this research is to identify the major biological topics/concepts from a corpus of protein-related MEDLINE© titles and abstracts by applying a probabilistic topic model. Results The latent Dirichlet allocation (LDA model was applied to the corpus. Based on the Bayesian model selection, 300 major topics were extracted from the corpus. The majority of identified topics/concepts was found to be semantically coherent and most represented biological objects or concepts. The identified topics/concepts were further mapped to the controlled vocabulary of the Gene Ontology (GO terms based on mutual information. Conclusion The major and recurring biological concepts within a collection of MEDLINE documents can be extracted by the LDA model. The identified topics/concepts provide parsimonious and semantically-enriched representation of the texts in a semantic space with reduced dimensionality and can be used to index text.

  13. Out-of-School Activities Related to Science and Technology

    Directory of Open Access Journals (Sweden)

    Ángel Vázquez Alonso

    2007-05-01

    Full Text Available Artificial and natural environments constitute an extensive educational resource in whose framework the basic experiences that contribute to the development process of human beings occur. These experiences are the source of previous knowledge that students bring to school and that are key for building scientific school learning. This article reports the results of a study that addresses out-of-school experiences related to science and technology, through the application of an inventory list to a sample of students who were in their last year of compulsory education. The results show a relatively low overall frequency of experiences, characterized by some qualitative and quantitative differences according to a few grouping variables such as gender, the choice of an elective science subject, and different scientific topics and disciplines. In spite of its importance for learning, the school curriculum often ignores students’ previous experiences. Finally, we discuss the relevance of these results for developing a more equitable science and technology curriculum, from a perspective of a universal, humanistic science education.

  14. Optical Science: Deploying Technical Concepts and Engaging Participation through Digital Storytelling

    Science.gov (United States)

    Thomas, R. G.; Berry, K.; Arrigo, J.; Hooper, R. P.

    2013-12-01

    Technical 'hands-on' training workshops are designed to bring together scientists, technicians, and program managers from universities, government agencies, and the private sector to discuss methods used and advances made in instrumentation and data analysis. Through classroom lectures and discussions combined with a field-day component, hands-on workshop participants get a 'full life cycle' perspective from instrumentation concepts and deployment to data analysis. Using film to document this process is becoming increasingly more popular, allowing scientists to add a story-telling component to their research. With the availability of high-quality and low priced professional video equipment and editing software, scientists are becoming digital storytellers. The science video developed from the 'hands-on' workshop, Optical Water Quality Sensors for Nutrients: Concepts, Deployment, and Analysis, encapsulates the objectives of technical training workshops for participants. Through the use of still photography, video, interviews, and sound, the short video, An Introduction to CUAHSI's Hands-on Workshops, produced by a co-instructor of the workshop acts as a multi-purpose tool. The 10-minute piece provides an overview of workshop field day activities and works to bridge the gap between classroom learning, instrumentation application and data analysis. CUAHSI 'hands-on' technical workshops have been collaboratively executed with faculty from several universities and with the U.S. Geological Survey. The video developed was designed to attract new participants to these professional development workshops, to stimulate a connection with the environment, to act as a workshop legacy resource, and also serve as a guide for prospective hands-on workshop organizers. The effective use of film and short videos in marketing scientific programs, such as technical trainings, allows scientists to visually demonstrate the technologies currently being employed and to provide a more

  15. Optimized maintenance concept of safety relevant valves related to ageing management features in nuclear power plants

    International Nuclear Information System (INIS)

    Koring, R.

    2007-01-01

    This paper presents the existing concept in E.ON Kernkraft and its sound application to ageing management issues by focussing on group 2 components such as safety relevant valves. It is demonstrated how the maintenance concept of safety relevant valves is supported by a valve diagnostic system accompanied by an applied procedure to assess the measured results with respect to the required functionality and ageing phenomena. Furthermore this concept has been developed to optimize the existing preventive maintenance of the safety relevant valves by implementing condition oriented aspects derived from the diagnostic results. The main issue of this maintenance concept is to demonstrate the high level of the secured function, reliability and performance of the safety relevant valves within an integrated ageing management. Additionally it offers improvements of all preventive maintenance issues as maintenance periods and the component related volume, spare parts management and costs. (author)

  16. Realist Ontology and Natural Processes: A Semantic Tool to Analyze the Presentation of the Osmosis Concept in Science Texts

    Science.gov (United States)

    Spinelli Barria, Michele; Morales, Cecilia; Merino, Cristian; Quiroz, Waldo

    2016-01-01

    In this work, we developed an ontological tool, based on the scientific realism of Mario Bunge, for the analysis of the presentation of natural processes in science textbooks. This tool was applied to analyze the presentation of the concept of osmosis in 16 chemistry and biology books at different educational levels. The results showed that more…

  17. Tannery and Duhem on the concept of a system in the history of philosophy and history of science

    DEFF Research Database (Denmark)

    Catana, Leo

    2011-01-01

    historical disciplines, creating the impression that they were mutually independent. Modern commentators have tended to take these declarations at face value. This article argues that Tannery and Duhem, some of the first historians of science, transferred historiographical concepts from history of philosophy...

  18. A Comparative Study of the Professional and Curricular Conceptions of the Secondary Education Science Teacher in Spain

    Science.gov (United States)

    del Pozo, Martin R.; Martinez-Aznar, M.; Rodrigo, M.; Varela, P.

    2004-01-01

    This article presents a comparison between the professional and curricular conceptions of two samples of secondary education science teachers in Spain, who differed in their years of teaching experience and in whether or not they had participated in a long-duration scientific-pedagogical refresher course. Using the data from their responses to a…

  19. An Examination of the Documentary Film "Einstein and Eddington" in Terms of Nature of Science Themes, Philosophical Movements, and Concepts

    Science.gov (United States)

    Kapucu, Munise Seçkin

    2016-01-01

    This study aims to examine nature of science themes, philosophical movements, and overall concepts covered in the documentary film, "Einstein and Eddington". A qualitative research method was used. In this study, the documentary film "Einstein and Eddington," the viewing time of which is 1 hour and 28 minutes, was used as the…

  20. The Effect of Three Levels of Inquiry on the Improvement of Science Concept Understanding of Elementary School Teacher Candidates

    Science.gov (United States)

    Artayasa, I. Putu; Susilo, Herawati; Lestari, Umie; Indriwati, Sri Endah

    2018-01-01

    This research aims to compare the effect of the implementation of three levels of inquiry: level 2 (structured inquiry), level 3 (guided inquiry), and level 4 (open inquiry) toward science concept understanding of elementary school teacher candidates. This is a quasi experiment research with pre-test post-test nonequivalent control group design.…

  1. In Defense of Engineering Sciences: On the Epistemological Relations Between Science and Technology

    NARCIS (Netherlands)

    Boon, Mieke

    2011-01-01

    This article presents an overview of discussions in the philosophy of technology on epistemological relations between science and technology, illustrating that often several mutually entangled issues are at stake. The focus is on conceptual and ideological issues concerning the relationship between

  2. Factors significantly related to science achievement of Malaysian middle school students: An analysis of TIMSS 1999 data

    Science.gov (United States)

    Mokshein, Siti Eshah

    The importance of science and technology in the global economy has led to growing emphasis on math and science achievement all over the world. In this study, I seek to identify variables at the student-level and school-level that account for the variation in science achievement of the eighth graders in Malaysia. Using the Third International Math and Science Study (TIMSS) 1999 for Malaysia, a series of HLM analysis was performed. Results indicate that (1) variation in overall science achievement is greater between schools than within schools; (2) both the selected student-level and school-level factors are Important in explaining the variation in the eight graders' achievement In science; (3) the selected student-level variables explain about 13% of the variation in students' achievement within schools, but as an aggregate, they account for a much larger proportion of the between-school variance; (4) the selected school-level variables account for about 55% of the variation between schools; (5) within schools, the effects of self-concept In science, awareness of the social implications of science, gender, and home educational resources are significantly related to achievement; (6) the effects of self-concept in science and awareness of social implications of science are significant even after controlling for the effects of SES; (7) between schools, the effects of the mean of home educational resources, mean of parents' education, mean of awareness of the social implications of science, and emphasis on conducting experiments are significantly related to achievement; (8) the effects of SES variables explain about 50% of the variation in the school means achievement; and (9) the effects of emphasis on conducting experiments on achievement are significant even after controlling for the effects of SES. Since it is hard to change the society, it is recommended that efforts to Improve science achievement be focused more at the school-level, concentrating on variables that

  3. Relation of Astronomy to other Sciences, Culture and Society

    Science.gov (United States)

    Harutyunian, H. A.; Mickaelian, A. M.; Farmanyan, S. V.

    2015-07-01

    The book contains the Proceedings of XIII Annual Meeting of the Armenian Astronomical Society "Relation of Astronomy to other Sciences, Culture and Society". It consists of 9 main sections: "Introductory", "Astronomy and Philosophy", "Astrobiology", "Space-Earth Connections", "Astrostatistics and Astroinformatics", "Astronomy and Culture, Astrolinguistics", "Archaeoastronomy", "Scientific Tourism and Scientific Journalism", and "Armenian Astronomy". The book may be interesting to astronomers, philosophers, biologists, culturologists, linguists, historians, archaeologists and to other specialists, as well as to students.

  4. Gender differences in the causal relation between adolescents' maths self-concept and scholastic performance

    Directory of Open Access Journals (Sweden)

    Cristina Antunes

    2007-05-01

    Full Text Available Mathematics is a core subject in every school curriculum and it is strongly correlated with maths self-concept, which is defined as the subjective feelings and beliefs about one's competence in maths. In general, boys tend to report higher maths self-concept than girls, but the difference between boys and girls' maths scholastic performance is low or even inexistent. Some authors maintain that academic self-concept can play an important role as a motivational variable, promoting self-confidence and investment in the learning process. This study examined the causal relations between maths self-concept and maths scholastic performance in four cohorts of boys and girls within a three-wave longitudinal study. The first two cohorts were composed of 187 girls and 139 boys attending grades 7 and 8 at Time 1 and the third and fourth cohorts were composed of 167 girls and 123 boys attending grades 9 and 10 at Time 1. Structural Equation Modelling was used to test the fit of several models of causal relations. The results revealed that for the first two cohorts the best models were reciprocal and skill-development for both boys and girls. However, for the older students, a reciprocal model gave a best fit for the boys, but for the girls there was only one significant effect from maths self-concept to maths scholastic performance. Results are discussed on the basis of gender-related differential learning expectancies.

  5. Control theory in physics and other fields of science concepts, tools and applications

    CERN Document Server

    Schulz, Michael

    2006-01-01

    This book covers systematically and in a simple language the mathematical and physical foundations of controlling deterministic and stochastic evolutionary processes in systems with a high degree of complexity. Strong emphasis is placed on concepts, methods and techniques for modelling, assessment and the solution or estimation of control problems in an attempt to understand the large variability of these problems in several branches of physics, chemistry and biology as well as in technology and economics. The main focus of the book is on a clear physical and mathematical understanding of the dynamics and kinetics behind several kinds of control problems and their relation to self-organizing principles in complex systems. The book is a modern introduction and a helpful tool for researchers, engineers as well as post-docs and graduate students interested in an application oriented control theory and related topics.

  6. Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.

    Science.gov (United States)

    Lin, Yi-Hui; Liang, Jyh-Chong; Tsai, Chin-Chung

    2012-03-01

    The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

  7. Innovative learning model for improving students’ argumentation skill and concept understanding on science

    Science.gov (United States)

    Nafsiati Astuti, Rini

    2018-04-01

    Argumentation skill is the ability to compose and maintain arguments consisting of claims, supports for evidence, and strengthened-reasons. Argumentation is an important skill student needs to face the challenges of globalization in the 21st century. It is not an ability that can be developed by itself along with the physical development of human, but it must be developed under nerve like process, giving stimulus so as to require a person to be able to argue. Therefore, teachers should develop students’ skill of arguing in science learning in the classroom. The purpose of this study is to obtain an innovative learning model that are valid in terms of content and construct in improving the skills of argumentation and concept understanding of junior high school students. The assessment of content validity and construct validity was done through Focus Group Discussion (FGD), using the content and construct validation sheet, book model, learning video, and a set of learning aids for one meeting. Assessment results from 3 (three) experts showed that the learning model developed in the category was valid. The validity itself shows that the developed learning model has met the content requirement, the student needs, state of the art, strong theoretical and empirical foundation and construct validity, which has a connection of syntax stages and components of learning model so that it can be applied in the classroom activities

  8. A study of elementary teachers' conceptions of nature of science and their beliefs about the developmental appropriateness and importance of nature of science throughout a professional development program

    Science.gov (United States)

    Adibelli, Elif

    This qualitative study aimed to explore the changes in elementary science teachers' conceptions of nature of science (NOS) and their beliefs about the developmental appropriateness and importance of NOS after participating in an academic, year-long professional development program (PDP) as well as the factors facilitating these changes. The PDP consisted of two phases. In the first phase, the participants received NOS training designed with an explicit-reflective instructional approach. In the second phase, the participants implemented several NOS training activities in their classrooms. Four elementary science teachers who volunteered and completed all components of the PDP (i.e., the NOS training and the NOS teaching) comprised the participants of the present study. A multiple-embedded case study design was employed to explore the changes in the elementary science teachers' conceptions of NOS and their beliefs about the developmental appropriateness and importance of NOS. The study data were collected from multiple sources. The primary data sources included (a) Views of Nature of Science Elementary School Version 2 (VNOS-D2) questionnaire (Lederman & Khishfe, 2002), (b) Ideas about Science for Early Elementary (K-4) Students questionnaire (Sweeney, 2010), and (c) follow-up semi-structured interviews. The secondary data sources included videotaping of meetings with teachers, reflective field notes, and artifacts produced by teachers and their students. Data were analyzed using Yin's (1994, 2003) analytic tactics of pattern matching, explanation building, and cross-case synthesis. The findings of the study revealed that the elementary science teachers showed gradual, but substantial changes in their conceptions, and beliefs about the developmental appropriateness and importance of the NOS aspects over the course of participation in the PDP. Moreover, the participants identified nine components in the PDP that facilitated these changes in their conceptions, and

  9. The Viewpoints of Physics Teacher Candidates towards the Concepts in Special Theory of Relativity and Their Evaluation Designs

    Science.gov (United States)

    Turgut, Umit; Gurbuz, Fatih; Salar, Riza; Toman, Ufuk

    2013-01-01

    In this study, the viewpoints of physics teacher candidates at undergraduate level towards the concepts in special theory of relativity and the interpretations they made about these concepts were investigated. The viewpoints of the teacher candidates towards the concepts in the subject of special theory of relativity were revealed with six open…

  10. Implementation Of Law Number 11 Of 2012 Concerning Child Related Criminal Justice System Concept Restorative Justice

    Directory of Open Access Journals (Sweden)

    Intan Karangan

    2016-09-01

    Full Text Available This study aims to determine how the application of the concept of restorative justice in accordance with Law No. 11 of 2012 on Child Criminal Justice system. This study uses normative namely a study that discusses the problem based on the literature and legislation relating to the matter to be investigated. Law No. 11 of 2012 on the Criminal Justice System Child has provided a new concept in the criminal justice system, especially those in the juvenile justice system. Related to the concept of Restorative Justice or restorative justice is a resolution processes involving perpetrators, victims, families, and other relevant parties in a criminal act, jointly seek solutions to the offense and its implications by emphasizing restoration and not retribution

  11. Playing, Gaming, Working and Labouring: Framing the Con-cepts and Relations

    Directory of Open Access Journals (Sweden)

    Arwid Lund

    2014-09-01

    Full Text Available The aim of this article is to define the concepts of playing, working, gaming, and labouring, through a literature study, and to construct a typology. This typology will be used to create a field model that is structured by the horizontal parameters of qualitative-quantitative (characteristics and the vertical parameters of activity-result (in focus. It is shown how this model can be used to visualise different theoretical positions in empirical material, which connects to the concepts and their relations. Working and labouring are distinguished into a trans-historical and a historical, capitalist, category, and likewise playing and gaming, where the former is the trans-historical category and the latter the historical one. The main focus of the article, since working and labouring is well covered within the critical Marxist tradition, is on playing and its relation to working, with the aim of understanding and criticising the concept of playbour.

  12. IDENTIFICATION OF BASES FOR EVALUATION OF THE BUSINESS EXCELLENCE STATUS IN RELATION TO THE CSR CONCEPT

    Directory of Open Access Journals (Sweden)

    Miriam Jankalová

    2017-06-01

    Full Text Available The process of globalization has started the need to achieve the Business Excellence status. Emphasizing the responsibility of the company's behaviour towards society and the environment is confirmed by the adoption of the concept of corporate social responsibility (CSR. Based on theoretical background review, there is no single unified methodology for the evaluation of the Business Excellence status in relation to the CSR concept. The aim of this paper is to identify bases for the evaluation of Business Excellence status in relation to the CSR concept. The most important tasks include: to identify internal and external factors affecting Business Excellence status; to identify CSR areas for the needs of evaluation of the Business Excellence status. Primary sources included especially national and foreign scientific publications.

  13. Peer relations in adolescents: effects of parenting and adolescents' self-concept.

    Science.gov (United States)

    Deković, M; Meeus, W

    1997-04-01

    In this study we examined the link between the parent-adolescent relationship and the adolescent's relationship with peers. The proposed model assumes that the quality of the parent-child relationship affects the adolescent's self-concept, which in turn affects the adolescent's integration into the world of peers. The sample consisted of 508 families with adolescents (12- to 18-years-old). The data were obtained at the subjects' homes, where a battery of questionnaires was administered individually to mothers, fathers and adolescents. Several constructs relating to the quality of parent-child relationship were assessed: parental acceptance, attachment, involvement, responsiveness, love withdrawal and monitoring of the child. The measures of the adolescent's self-concept included Harter's Perceived Competence Scale for Adolescents and Rosenberg's Self-Esteem Scale. The indicators of the quality of peer relations were: degree of peer activity, having a best friend, perceived acceptance by peers and attachment to peers. Assessment of the hypothesized model showed that the adolescent's self-concept serves a mediating role in the relationship between maternal child-rearing style and involvement with peers. The mediating role of self-concept was greatest for maternal acceptance. Paternal child-rearing style, however, appeared to have an independent effect on the adolescent's involvement with peers that is not accounted for by the adolescent's self-concept. The prediction of the quality of adolescents' peer relations yielded similar results for both mothers and fathers. The results suggest that a positive self-concept and warm supportive parenting each contribute unique variance to satisfactory peer relations.

  14. 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

  15. How Role Play Addresses the Difficulties Students Perceive when Writing Reflectively about the Concepts They are Learning in Science

    Science.gov (United States)

    Millar, Susan

    A fundamental problem which confronts Science teachers is the difficulty many students experience in the construction, understanding and remembering of concepts. This is more likely to occur when teachers adhere to a Transmission model of teaching and learning, and fail to provide students with opportunities to construct their own learning. Social construction, followed by individual reflective writing, enables students to construct their own understanding of concepts and effectively promotes deep learning. This method of constructing knowledge in the classroom is often overlooked by teachers as they either have no knowledge of it, or do not know how to appropriate it for successful teaching in Science. This study identifies the difficulties which students often experience when writing reflectively and offers solutions which are likely to reduce these difficulties. These solutions, and the use of reflective writing itself, challenge the ideology of the Sydney Genre School, which forms the basis of the attempt to deal with literacy in the NSW Science Syllabus. The findings of this investigation support the concept of literacy as the ability to use oral and written language, reading and listening to construct meaning. The investigation demonstrates how structured discussion, role play and reflective writing can be used to this end. While the Sydney Genre School methodology focuses on the structure of genre as a prerequisite for understanding concepts in Science, the findings of this study demonstrate that students can use their own words to discuss and write reflectively as they construct scientific concepts for themselves. Social construction and reflective writing can contribute to the construction of concepts and the development of metacognition in Science. However, students often experience difficulties when writing reflectively about scientific concepts they are learning. In this investigation, students identified these difficulties as an inability to understand

  16. Analyzing Science Activities in Force and Motion Concepts: A Design of an Immersion Unit

    Science.gov (United States)

    Ayar, Mehmet C.; Aydeniz, Mehmet; Yalvac, Bugrahan

    2015-01-01

    In this paper, we analyze the science activities offered at 7th grade in the Turkish science and technology curriculum along with addressing the curriculum's original intent. We refer to several science education researchers' ideas, including Chinn & Malhotra's (Science Education, 86:175--218, 2002) theoretical framework and Edelson's (1998)…

  17. Promoting Self-Concept, Social Skills, and Interpersonal Relations: The Tootling Intervention.

    Science.gov (United States)

    Wilson, Patti; Rhymer, Katrina; Landis, Julie; Skinner, Christopher

    A project was undertaken to investigate the effects of tootling on social skills, self-concept, interpersonal relations, and classroom environment. The tootling intervention reinforces students for engaging in acts of kindness. Two fifth-grade classes participated in the study over a seven-week period. The Social Skills Rating System, the…

  18. Proportional Reasoning and Related Concepts: Analysis of Gaps and Understandings of Middle Grade Students

    Science.gov (United States)

    Ojose, Bobby

    2015-01-01

    This study investigated proportional reasoning and the related concepts of decimal, percent, and ratio. In particular, the research focused on analyzing the gaps and understandings that grades 6, 7, and 8 students have and advanced factors for such gaps and understandings. The study employed a mixed method approach in which quantitative data was…

  19. Metaphors of Primary School Students Relating to the Concept of Global Warming

    Science.gov (United States)

    Dogru, Mustafa; Sarac, Esra

    2013-01-01

    The purpose of this study is to reveal the metaphors of primary school students (n = 362) relating to the concept of global warming. Data collected by completing the expression of "global warming is like..., because..." of the students were analysed by use of qualitative and quantitative data analysis techniques. According to findings of…

  20. Personality Characteristics and Self-Concept of Preservice Teachers Related to Their Pupil Control Orientation.

    Science.gov (United States)

    Halpin, Glennelle; And Others

    1982-01-01

    In a study of teacher trainees' personality characteristics related to pupil control, humanistically oriented educators tended to be emotionally stable, expedient, positive, imaginative, venturesome, relaxed and had high self-concepts. Authoritarian educators were more affected by feelings, conscientious, sober, practical, shy, reserved, tense and…

  1. Is Being Gifted Always an Advantage? Peer Relations and Self-Concept of Gifted Students

    Science.gov (United States)

    Košir, Katja; Horvat, Marina; Aram, Urška; Jurinec, Nina

    2016-01-01

    The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different…

  2. Second-career science teachers' classroom conceptions of science and engineering practices examined through the lens of their professional histories

    Science.gov (United States)

    Antink-Meyer, Allison; Brown, Ryan A.

    2017-07-01

    Science standards in the U.S. have shifted to emphasise science and engineering process skills (i.e. specific practices within inquiry) to a greater extent than previous standards' emphases on broad representations of inquiry. This study examined the alignment between second-career science teachers' personal histories with the latter and examined the extent to which they viewed that history as a factor in their teaching. Four, second-career science teachers with professional backgrounds in engineering, environmental, industrial, and research and development careers participated. Through the examination of participants' methodological and contextual histories in science and engineering, little evidence of conflict with teaching was found. They generally exemplified the agency and motivation of a second-career teacher-scientist that has been found elsewhere [Gilbert, A. (2011). There and back again: Exploring teacher attrition and mobility with two transitioning science teachers. Journal of Science Teacher Education, 22(5), 393-415; Grier, J. M., & Johnston, C. C. (2009). An inquiry into the development of teacher identities in STEM career changers. Journal of Science Teacher Education, 20(1), 57-75]. The methodological and pedagogical perspectives of participants are explored and a discussion of the implications of findings for science teacher education are presented.

  3. Enhancing Teachers' Awareness About Relations Between Science and Religion. The Debate Between Steady State and Big Bang Theories

    Science.gov (United States)

    Bagdonas, Alexandre; Silva, Cibelle Celestino

    2015-11-01

    Educators advocate that science education can help the development of more responsible worldviews when students learn not only scientific concepts, but also about science, or "nature of science". Cosmology can help the formation of worldviews because this topic is embedded in socio-cultural and religious issues. Indeed, during the Cold War period, the cosmological controversy between Big Bang and Steady State theory was tied up with political and religious arguments. The present paper discusses a didactic sequence developed for and applied in a pre-service science teacher-training course on history of science. After studying the historical case, pre-service science teachers discussed how to deal with possible conflicts between scientific views and students' personal worldviews related to religion. The course focused on the study of primary and secondary sources about cosmology and religion written by cosmologists such as Georges Lemaître, Fred Hoyle and the Pope Pius XII. We used didactic strategies such as short seminars given by groups of pre-service teachers, videos, computer simulations, role-play, debates and preparation of written essays. Along the course, most pre-service teachers emphasized differences between science and religion and pointed out that they do not feel prepared to conduct classroom discussions about this topic. Discussing the relations between science and religion using the history of cosmology turned into an effective way to teach not only science concepts but also to stimulate reflections about nature of science. This topic may contribute to increasing students' critical stance on controversial issues, without the need to explicitly defend certain positions, or disapprove students' cultural traditions. Moreover, pre-service teachers practiced didactic strategies to deal with this kind of unusual content.

  4. Teaching Future Teachers Basic Astronomy Concepts--Seasonal Changes--at a Time of Reform in Science Education

    Science.gov (United States)

    Trumper, Ricardo

    2006-01-01

    Bearing in mind students' misconceptions about basic concepts in astronomy, the present study conducted a series of constructivist activities aimed at changing future elementary and junior high school teachers' conceptions about the cause of seasonal changes, and several characteristics of the Sun-Earth-Moon relative movements like Moon phases,…

  5. The concepts of nanotechnology as a part of physics education in high school and in interactive science museum

    Science.gov (United States)

    Kolářová, Lucie; Rálišová, Ema

    2017-01-01

    The advancements in nanotechnology especially in medicine and in developing new materials offer interesting possibilities for our society. It is not only scientists and engineers who need a better understanding of these new technologies but it is also important to prepare the young people and the general public on impact of nanotechnology on their life. Knowledge from this field likewise provides the opportunities to engage and motivate high school students for the study of science. Although, the concepts of nanoscience and nanotechnology are not a part of Czech high school physics curriculum they can be successfully integrated into regular curriculum in appropriate places. Because it is an interdisciplinary field, it also provides an opportunity for the interdisciplinary connections of physics, chemistry and biology. Many concepts for understanding the nanoworld can be shown by the simple activities and experiments and it is not a problem to demonstrate these experiments in each classroom. This paper presents the proposal for integration of the concepts of nanoscience and nanotechnologies into the high school physics curriculum, and the involvement of some of these concepts into the instructional program for middle and high school students which was realized in interactive science museum Fort Science in Olomouc. As a part of the program there was a quantitative questionnaire and its goal was to determine the effectiveness of the program and how students are satisfied with it.

  6. Understanding environmental contributions to autism: Causal concepts and the state of science.

    Science.gov (United States)

    Hertz-Picciotto, Irva; Schmidt, Rebecca J; Krakowiak, Paula

    2018-04-01

    The complexity of neurodevelopment, the rapidity of early neurogenesis, and over 100 years of research identifying environmental influences on neurodevelopment serve as backdrop to understanding factors that influence risk and severity of autism spectrum disorder (ASD). This Keynote Lecture, delivered at the May 2016 annual meeting of the International Society for Autism Research, describes concepts of causation, outlines the trajectory of research on nongenetic factors beginning in the 1960s, and briefly reviews the current state of this science. Causal concepts are introduced, including root causes; pitfalls in interpreting time trends as clues to etiologic factors; susceptible time windows for exposure; and implications of a multi-factorial model of ASD. An historical background presents early research into the origins of ASD. The epidemiologic literature from the last fifteen years is briefly but critically reviewed for potential roles of, for example, air pollution, pesticides, plastics, prenatal vitamins, lifestyle and family factors, and maternal obstetric and metabolic conditions during her pregnancy. Three examples from the case-control CHildhood Autism Risks from Genes and the Environment Study are probed to illustrate methodological approaches to central challenges in observational studies: capturing environmental exposure; causal inference when a randomized controlled clinical trial is either unethical or infeasible; and the integration of genetic, epigenetic, and environmental influences on development. We conclude with reflections on future directions, including exposomics, new technologies, the microbiome, gene-by-environment interaction in the era of -omics, and epigenetics as the interface of those two. As the environment is malleable, this research advances the goal of a productive and fulfilling life for all children, teen-agers and adults. Autism Res 2018, 11: 554-586. © 2018 International Society for Autism Research, Wiley Periodicals, Inc

  7. The Research as Natural Sciences Teaching Strategy: Pedagogical Conceptions of Secondary Education Teachers at Instituto Pedagógico Nacional

    Directory of Open Access Journals (Sweden)

    Dayana Milena Bejarano Muñoz

    2017-01-01

    Full Text Available This text is a look to the research as a transformation and generation axis of knowledge among middle school students, based on the analysis of teachers’ pedagogical conceptions at Instituto Pedagógico Nacional around natural sciences research and teaching. A qualitative methodology from the interpretive approach was implemented, which allowed, from case study, to establish pedagogical conceptions of secondary education teachers in natural sciences about research. In addition, pedagogical elements are proposed about inclusion of school research in secondary education as natural sciences teaching strategy, which contributes to the construction and transformation of educational experiences. As a conclusion, teachers’ trend of conceptions was towards positivism, which is part of disciplinary and quantitative researches, looking at science from the application of scientific method. Even though, pedagogical interpretive and critical-social current begins to be included, by socializing quantitative findings obtained generating social changes from the intervention with the community. Likewise, teachers recognize the academic, social, interpersonal and working benefits obtained in a research process, such as generating and deepening of knowledge, monitoring of methodical processes in search of information and data collection, interpretation and reasoning about phenomena, and critical development from their daily lives, all leading students to be actors of transformation processes from their own interest.

  8. The concept of a 'microstructural fingerprint' for the characterization of samples in nuclear forensic science

    International Nuclear Information System (INIS)

    Ray, I.L.F.; Schubert, A.; Wallenius, M.

    2002-01-01

    In the examination of unknown specimens of nuclear materials the primary parameter of importance is the 'Isotopic Fingerprint' of the sample, mainly the ratios of the different isotopes of U and Pu which are present. In some cases, however, where no clear isotopic signature is found, or where there is a mixture of materials present, the isotopic fingerprint alone is not sufficient for a unique identification to be made. In this paper the concept of a 'Microstructural Fingerprint' of a sample is proposed and developed, which is complementary to the 'Isotopic Fingerprint' for the characterisation of materials which are under investigation in the field of nuclear forensic science. The proposal combines the techniques of Scanning Electron Microscopy (SEM), Transmission Electron Microscopy (TEM) and Energy Dispersive X-ray Analysis (EDX), to define the microstructure of a suspect sample, a combination of techniques which has not been used before in nuclear forensic science. The microstructural information is particularly important in the case of powder samples, for the following reasons: 1) An essential prerequisite to an isotopic analysis, for example by Thermal Ionisation Mass Spectrometry (TIMS), is the information whether a powder sample consists of a single component, or is a mixture of several distinct components. If the material is multicomponent it must be separated and the individual components analysed separately. 2) Powder samples mainly represent precursor stages in the nuclear fuel cycle, and the microstructural analysis gives information on the production process and conditions (for example, the grain size in PuO 2 platelets produced by the calcination of oxalate precipitate, and the size and thickness distributions of the platelets themselves). 3) Powder samples can be mixed with other compounds with the deliberate intention of confusing the chemical or isotopic analysis of suspect materials. However the microstructural fingerprint of a component cannot

  9. Measuring social science concepts in pharmacy education research: From definition to item analysis of self-report instruments.

    Science.gov (United States)

    Cor, M Ken

    Interpreting results from quantitative research can be difficult when measures of concepts are constructed poorly, something that can limit measurement validity. Social science steps for defining concepts, guidelines for limiting construct-irrelevant variance when writing self-report questions, and techniques for conducting basic item analysis are reviewed to inform the design of instruments to measure social science concepts in pharmacy education research. Based on a review of the literature, four main recommendations emerge: These include: (1) employ a systematic process of conceptualization to derive nominal definitions; (2) write exact and detailed operational definitions for each concept, (3) when creating self-report questionnaires, write statements and select scales to avoid introducing construct-irrelevant variance (CIV); and (4) use basic item analysis results to inform instrument revision. Employing recommendations that emerge from this review will strengthen arguments to support measurement validity which in turn will support the defensibility of study finding interpretations. An example from pharmacy education research is used to contextualize the concepts introduced. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. The evolution of the causation concept and its relation with statistical methods in Epidemiology

    Directory of Open Access Journals (Sweden)

    Luis Fernando Lisboa

    2008-09-01

    Full Text Available A historical review places the first registers of Epidemiology in ancient Greece, with Hippocrates, who identified environmental causes of diseases. Along the centuries, the evolution of the causation concept started to be related to changes in scientific paradigms. In London, during the 17th century, the quantitative method was introduced in Epidemiology, but it was only by the end of the 19th century that the concept of the environment and a mathematical approach to understanding Public Health issues were well established. This was a very rich period to setting new concepts and systematizations in epidemiologic methodology. The beginning of the 20th century consolidated Epidemiology as a scientific discipline and the development of computers in the post-war years brought much advance in this field. Nowadays, Epidemiology plays an important role as it integrates scientific knowledge on the health/disease process to the professional area, participating in population healthcare efforts.

  11. Determination of the Concepts "Profession" and "Role" in Relation to "Nurse Educator".

    Science.gov (United States)

    Pennbrant, Sandra

    The aim of this study was to clarify the meanings and dimensions of the concepts "profession" and "role." The results from the concept determination were discussed in relation to the profession "nurse educator." This study is based on Koort's semantic analysis methods, using select parts of Eriksson's approach for concept determination, using dictionaries published between the years 1948 and 2015. The findings underline the complexity of the professional role of nurse educators. The nurse educator profession is based on society's trust and requires integration of ability, attitudes, norms, reflection, and theoretical knowledge, along with individual, organizational, and social conditions. Nurse educators must achieve a sufficient degree of pedagogical competence, subject competence, social competence and organizational competence in order to develop their professional role. When nurse educators define their function, a professional role takes form. Copyright © 2016 Elsevier Inc. All rights reserved.

  12. Student understanding development in chemistry concepts through constructivist-informed laboratory and science camp process in secondary school

    Science.gov (United States)

    Pathommapas, Nookorn

    2018-01-01

    Science Camp for Chemistry Concepts was the project which designed to provide local students with opportunities to apply chemistry concepts and thereby developing their 21st century skills. The three study purposes were 1) to construct and develop chemistry stations for encouraging students' understandings in chemistry concepts based on constructivist-informed laboratory, 2) to compare students' understandings in chemistry concepts before and after using chemistry learning stations, and 3) to study students' satisfactions of using their 21st century skills in science camp activities. The research samples were 67 students who attended the 1-day science camp. They were levels 10 to 11 students in SumsaoPittayakarn School, UdonThani Province, Thailand. Four constructivist-informed laboratory stations of chemistry concepts were designed for each group. Each station consisted of a chemistry scenario, a question, answers in tier 1 and supporting reasons in tier 2, and 4 sets of experimental instruments. Four to five-member subgroups of four student groups parallel participated in laboratory station for an hour in each station. Student activities in each station concluded of individual pretest, group prediction, experimental design, testing out and collection data, interpreting the results, group conclusion, and individual post-test. Data collection was done by station mentors using two-tier multiple choice questions, students' written work and interviews. Data triangulation was used for interpreting and confirming students' understandings of chemistry concepts which divided into five levels, Sound Understanding (SU), Partial Understanding (PU), Specific Misconception (SM), No Understanding (NU) and No Response (NR), before and after collaborating at each station. The study results found the following: 1) four constructivist-laboratory stations were successfully designed and used to investigate student' understandings in chemistry concepts via collaborative workshop of

  13. Caring Science or Science of Caring.

    Science.gov (United States)

    Turkel, Marian C; Watson, Jean; Giovannoni, Joseph

    2018-01-01

    The concepts caring science and science of caring have different meanings; however, they are often used interchangeably. The purpose of this paper is to present an overview of the synthesis of the scholarly literature on the definitions of the science of caring and caring science and to affirm the authors' perspective relating to the language of caring science. Caring science advances the epistemology and ontology of caring. Ideas related to caring science inquiry are presented, and the authors acknowledge the future of caring science as unitary caring science.

  14. Exploring the Relationship between Secondary Science Teachers' Subject Matter Knowledge and Knowledge of Student Conceptions While Teaching Evolution by Natural Selection

    Science.gov (United States)

    Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar

    2017-01-01

    The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…

  15. A framework for employing femtosatellites in planetary science missions, including a proposed mission concept for Titan

    Science.gov (United States)

    Perez, Tracie Renea Conn

    Over the past 15 years, there has been a growing interest in femtosatellites, a class of tiny satellites having mass less than 100 grams. Research groups from Peru, Spain, England, Canada, and the United States have proposed femtosat designs and novel mission concepts for them. In fact, Peru made history in 2013 by releasing the first - and still only - femtosat tracked from LEO. However, femtosatellite applications in interplanetary missions have yet to be explored in detail. An interesting operations concept would be for a space probe to release numerous femtosatellites into orbit around a planetary object of interest, thereby augmenting the overall data collection capability of the mission. A planetary probe releasing hundreds of femtosats could complete an in-situ, simultaneous 3D mapping of a physical property of interest, achieving scientific investigations not possible for one probe operating alone. To study the technical challenges associated with such a mission, a conceptual mission design is proposed where femtosats are deployed from a host satellite orbiting Titan. The conceptual mission objective is presented: to study Titan's dynamic atmosphere. Then, the design challenges are addressed in turn. First, any science payload measurements that the femtosats provide are only useful if their corresponding locations can be determined. Specifically, what's required is a method of position determination for femtosatellites operating beyond Medium Earth Orbit and therefore beyond the help of GPS. A technique is presented which applies Kalman filter techniques to Doppler shift measurements, allowing for orbit determination of the femtosats. Several case studies are presented demonstrating the usefulness of this approach. Second, due to the inherit power and computational limitations in a femtosatellite design, establishing a radio link between each chipsat and the mothersat will be difficult. To provide a mathematical gain, a particular form of forward error

  16. Final Project Report "Advanced Concept Exploration For Fast Ignition Science Program"

    Energy Technology Data Exchange (ETDEWEB)

    STEPHENS, Richard B.; McLEAN, Harry M.; THEOBALD, Wolfgang; AKLI, Kramer; BEG, Farhat N.; SENTOKU, Yasuiko; SCHUMACHER, Douglas; WEI, Mingsheng S.

    2014-01-31

    The Fast Ignition (FI) Concept for Inertial Confinement Fusion has the potential to provide a significant advance in the technical attractiveness of Inertial Fusion Energy (IFE) reactors. FI differs from conventional “central hot spot” (CHS) target ignition by decoupling compression from heating: using the laser (or heavy ion beam or Z pinch) drive pulse (10’s of ns) to create a dense fuel and a second, much shorter (~10 ps) high intensity pulse to ignite a small region of it. There are two major physics issues concerning this concept; controlling the laser-induced generation of large electron currents and their propagation through high density plasmas. This project has addressed these two significant scientific issues in Relativistic High Energy Density (RHED) physics. Learning to control relativistic laser matter interaction (and the limits and potential thereof) will enable a wide range of applications. While these physics issues are of specific interest to inertial fusion energy science, they are also important for a wide range of other HED phenomena, including high energy ion beam generation, isochoric heating of materials, and the development of high brightness x-ray sources. Generating, controlling, and understanding the extreme conditions needed to advance this science has proved to be challenging: Our studies have pushed the boundaries of physics understanding and are at the very limits of experimental, diagnostic, and simulation capabilities in high energy density laboratory physics (HEDLP). Our research strategy has been based on pursuing the fundamental physics underlying the Fast Ignition (FI) concept. We have performed comprehensive study of electron generation and transport in fast-ignition targets with experiments, theory, and numerical modeling. A major issue is that the electrons produced in these experiments cannot be measured directly—only effects due to their transport. We focused mainly on x-ray continuum photons from bremsstrahlung

  17. Utilizing a scale model solar system project to visualize important planetary science concepts and develop technology and spatial reasoning skills

    Science.gov (United States)

    Kortenkamp, Stephen J.; Brock, Laci

    2016-10-01

    Scale model solar systems have been used for centuries to help educate young students and the public about the vastness of space and the relative sizes of objects. We have adapted the classic scale model solar system activity into a student-driven project for an undergraduate general education astronomy course at the University of Arizona. Students are challenged to construct and use their three dimensional models to demonstrate an understanding of numerous concepts in planetary science, including: 1) planetary obliquities, eccentricities, inclinations; 2) phases and eclipses; 3) planetary transits; 4) asteroid sizes, numbers, and distributions; 5) giant planet satellite and ring systems; 6) the Pluto system and Kuiper belt; 7) the extent of space travel by humans and robotic spacecraft; 8) the diversity of extrasolar planetary systems. Secondary objectives of the project allow students to develop better spatial reasoning skills and gain familiarity with technology such as Excel formulas, smart-phone photography, and audio/video editing.During our presentation we will distribute a formal description of the project and discuss our expectations of the students as well as present selected highlights from preliminary submissions.

  18. Interdisciplinary Approaches at Institutions of Higher Education: Teaching Information Systems Concepts to Students of Non-Computer Science Programs

    Directory of Open Access Journals (Sweden)

    Roland Schwald

    2011-07-01

    Full Text Available The aim of this paper is to present a curriculum development concept for teaching information systems content to students enrolled in non-computer science programs by presenting examples from the Business Administration programs at Albstadt-Sigmaringen University, a state university located in Southern Germany. The main focus of this paper therefore is to describe this curriculum development concept. Since this concept involves two disciplines, i.e. business administration and computer science, the author argues that it is necessary to define the roles of one discipline for the other and gives an example on how this could be done. The paper acknowledges that the starting point for the development of a curriculum such as one for a business administration program will be the requirements of the potential employers of the graduates. The paper continues to recommend the assignment of categorized skills and qualifications, such as knowledge, social, methodological, and decision making skills to the different parts of the curricula in question for the development of such a curriculum concept. After the mapping of skills and courses the paper describes how specific information systems can be used in courses, especially those with a specific focus on methodological skills. Two examples from Albstadt-Sigma-ringen University are being given. At the end of the paper the author explains the implications and limitations of such a concept, especially for programs that build on each other, as is the case for some Bachelor and Master programs. The paper concludes that though some elements of this concept are transferable, it is still necessary that every institution of higher education has to take into consideration its own situation to develop curricula concepts. It provides recommendations what issues every institution should solve for itself.

  19. 191 Students' Self-Concept and Their Achievement in Basic Science ...

    African Journals Online (AJOL)

    User

    2011-07-21

    Jul 21, 2011 ... Achievement Test in Basic showed Science (SATBS) were employed as .... Higher Studies; Teacher-Students opinion and found out that students .... Factors and Pupils Leaning Outcome in Bended Primary Science Project,.

  20. Applying design thinking concepts to rejuvenate the discipline of operations research/ management science

    CSIR Research Space (South Africa)

    Viljoen, NM

    2009-10-01

    Full Text Available problems, thereby bridging the gap between Management Science and Management Consulting. Instead of flogging the proponents of the Management Science domain for losing touch with reality through their “mathematical masturbation" (Ackoff [1]), Corbett...

  1. The Relationship between Preservice Science Teachers' Attitude toward Astronomy and Their Understanding of Basic Astronomy Concepts

    Science.gov (United States)

    Bektasli, Behzat

    2016-01-01

    Turkish preservice science teachers have been taking a two-credit astronomy class during the last semester of their undergraduate program since 2010. The current study aims to investigate the relationship between preservice science teachers' astronomy misconceptions and their attitudes toward astronomy. Preservice science teachers were given an…

  2. The Concept of Cultural Relativity in Moral Judgments Concerning Gender-Related Issues.

    Science.gov (United States)

    Boyd, D. R.; And Others

    The comparative study was designed to determine whether cultural relativism and ethical reasoning develop in a hierarchical manner when applied to culturally different phenomena. The phenomena investigated were moral judgments concerning gender-related issues. Thirty-six first through sixth-grade students from two private schools and 130…

  3. Pre-Service Physics Teachers' Understanding of the Relational Structure of Physics Concepts: Organising Subject Contents for Purposes of Teaching

    Science.gov (United States)

    Koponen, Ismo; Nousiainen, Maija

    2013-01-01

    Good conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachers in planning how and in what order to introduce concepts in teaching; connections which tie concepts to each other give direction of progress--there is "flux…

  4. Development and Assessment of a Diagnostic Tool to Identify Organic Chemistry Students' Alternative Conceptions Related to Acid Strength

    Science.gov (United States)

    McClary, LaKeisha M.; Bretz, Stacey Lowery

    2012-01-01

    The central goal of this study was to create a new diagnostic tool to identify organic chemistry students' alternative conceptions related to acid strength. Twenty years of research on secondary and college students' conceptions about acids and bases has shown that these important concepts are difficult for students to apply to qualitative problem…

  5. Projects for the implementation of science technology society approach in basic concept of natural science course as application of optical and electrical instruments’ material

    Science.gov (United States)

    Satria, E.

    2018-03-01

    Preservice teachers in primary education should be well equipped to meet the challenges of teaching primary science effectively in 21century. The purpose of this research was to describe the projects for the implementation of Science-Technology-Society (STS) approach in Basic Concept of Natural Science course as application of optical and electrical instruments’ material by the preservice teachers in Elementary Schools Teacher Education Program. One of the reasons is the lack of preservice teachers’ ability in making projects for application of STS approach and optical and electrical instruments’ material in Basic Concept of Natural Science course. This research applied descriptive method. The instrument of the research was the researcher himself. The data were gathered through observation and documentation. Based on the results of the research, it was figured out that preservice teachers, in groups, were creatively and successful to make the projects of optical and electrical instruments assigned such as projector and doorbell. It was suggested that the construction of the instruments should be better (fixed and strong structure) and more attractive for both instruments, and used strong light source, high quality images, and it could use speaker box for projector, power battery, and heat sink for electrical instruments.

  6. The social construction of competence: Conceptions of science and expertise among proponents of the low-carbohydrate high-fat diet in Finland.

    Science.gov (United States)

    Jauho, Mikko

    2016-04-01

    The article looks at conceptions of science and expertise among lay proponents of the low-carbohydrate high-fat diet in Finland. The research data consist of comments on a webpage related to a debate on the health dangers of animal fats screened in Finnish national television in autumn 2010. The article shows that contrary to the prevailing image advocated by the national nutritional establishment, which is based on the deficit model of public understanding of science, the low-carbohydrate high-fat proponents are neither ignorant about scientific facts nor anti-science. Rather, they express nuanced viewpoints about the nature of science, the place of individual experience in nutritional recommendations and the reliability of experts. Inspired by discussions on the social construction of ignorance, the article argues that the low-carbohydrate high-fat proponents are engaged in what it callsthe social construction of competencewhen they present their position as grounded in science and stylize themselves as lay experts. © The Author(s) 2014.

  7. Coproductive capacities: rethinking science-governance relations in a diverse world

    Directory of Open Access Journals (Sweden)

    Lorrae E. van Kerkhoff

    2015-03-01

    Full Text Available Tackling major environmental change issues requires effective partnerships between science and governance, but relatively little work in this area has examined the diversity of settings from which such partnerships may, or may not, emerge. In this special feature we draw on experiences from around the world to demonstrate and investigate the consequences of diverse capacities and capabilities in bringing science and governance together. We propose the concept of coproductive capacities as a useful new lens through which to examine these relations. Coproductive capacity is "the combination of scientific resources and governance capability that shapes the extent to which a society, at various levels, can operationalize relationships between scientific and public, private, and civil society institutions and actors to effect scientifically-informed social change." This recasts the relationships between science and society from notions of "gaps" to notions of interconnectedness and interplay (coproduction; alongside the societal foundations that shape what is or is not possible in that dynamic connection (capacities. The articles in this special feature apply this concept to reveal social, political, and institutional conditions that both support and inhibit high-quality environmental governance as global issues are tackled in particular places. Across these articles we suggest that five themes emerge as important to understanding coproductive capacity: history, experience, and perceptions; quality of relationships (especially in suboptimal settings; disjunct across scales; power, interests, and legitimacy; and alternative pathways for environmental governance. Taking a coproductive capacities perspective can help us identify which interventions may best enable scientifically informed, but locally sensitive approaches to environmental governance.

  8. Some problems of special theory of relativity. (Concept of relativistic length)

    International Nuclear Information System (INIS)

    Strel'tsov, V.N.

    1977-01-01

    Two available definitions of the concept of length (distance) related (a) to moving the length standard and (b) to sending a light signal (similar to the radar method for measuring distances) are analyzed. Considerations in favour of the preferable use of the (b) definition are discussed. The extension of the (b) definition for fast moving bodies results in the introduction of the definition of relativistic length and volume. The increase of the longitudinal dimensions of fast moving objects is a consequence of the above definition. It should be noted that, e.g., for a rod, the definition corresponds to measurements on the lines orthogonal to the world strip of the given rod. It is shown that the known Michelson-Morley and Throuton-Noble experiments are naturally explained in the framework of the proposed concept of relativistic length. It is also shown that the definition introduced, unlike the conventional one, satisfies the principle of relativity

  9. Proof of Concept: Model Based Bionic Muscle with Hyperbolic Force-Velocity Relation

    Directory of Open Access Journals (Sweden)

    D. F. B. Haeufle

    2012-01-01

    Full Text Available Recently, the hyperbolic Hill-type force-velocity relation was derived from basic physical components. It was shown that a contractile element CE consisting of a mechanical energy source (active element AE, a parallel damper element (PDE, and a serial element (SE exhibits operating points with hyperbolic force-velocity dependency. In this paper, a technical proof of this concept was presented. AE and PDE were implemented as electric motors, SE as a mechanical spring. The force-velocity relation of this artificial CE was determined in quick release experiments. The CE exhibited hyperbolic force-velocity dependency. This proof of concept can be seen as a well-founded starting point for the development of Hill-type artificial muscles.

  10. Cultural Mediation. The Usefulness of Selected Concepts of Developmental Psychology for Coaching and Mentoring Relations

    Directory of Open Access Journals (Sweden)

    Barbara Smorczewska

    2013-09-01

    Full Text Available Some developmental psychological concepts, such as L. S. Vygotsky’s zone of proximal development or H. R. Schaffer’s joint involvement episodes, gave a new perspective in perceiving the process of teaching and development, by providing very detailed characteristics of the situation of acquiring competence in social relations. The mentioned concepts are based on a belief in the developmental potential of humans, and they perceive teaching as future-oriented. These assumptions are also characteristic for coaching and mentoring which are nowadays becoming more and more popular forms of development in work places; hence an attempt to find some analogy between them. The prepared comparison contributes to extending the theoretical bases of “development cooperation relations,” as coaching and mentoring are jointly referred to.

  11. ‘Sometimes They Are Fun and Sometimes They Are Not’: Concept Mapping with English Language Acquisition (ELA and Gifted/Talented (GT Elementary Students Learning Science and Sustainability

    Directory of Open Access Journals (Sweden)

    Katrina Marzetta

    2018-01-01

    Full Text Available This study presents an ‘education for sustainability’ curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students’ understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA and Gifted/Talented (GT students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different—yet equally valid—outlets to express their scientific knowledge.

  12. Fundamental concepts and relations for reliability analysis of multi-state systems

    International Nuclear Information System (INIS)

    Murchland, J.D.

    1975-01-01

    The fundamental concepts and relations that should be used in the reliability analysis of systems with numerous components are discussed, with an emphasis on calculable quantities. These are: (1) the average probability of being in a state, (2) the average transition rates between states, in the long run or as time functions, and (3) the integrals of the transition rates, which are the expected numbers of transitions. These quantities are related by the net transition relations, and the calculationally vital transition rate relation when the inputs of an item are statistically independent. Assumptions necessary for the existence of these quantities and for the relations are listed, and proofs given. The importance of exploiting the closeness to ''simple'' structure which systems may possess, and the versatility for different problems of a computational technique of ''reduction'' and ''expansion'' are discussed. The key relations for the latter are formally derived. Applications are made to fault trees, structure networks, undirected and directed communication networks

  13. Implementation of the Multidimensional Modeling Concepts into Object-Relational Databases

    Directory of Open Access Journals (Sweden)

    2007-01-01

    Full Text Available A key to survival in the business world is being able to analyze, plan and react to changing business conditions as fast as possible. With multidimensional models the managers can explore information at different levels of granularity and the decision makers at all levels can quickly respond to changes in the business climate-the ultimate goal of business intelligence. This paper focuses on the implementation of the multidimensional concepts into object-relational databases.

  14. The borderlands concept and its application to China's relations with its Asian neighbours

    OpenAIRE

    FOOT, Rosemary

    2016-01-01

    In deploying the concept of borderlands to the case of China, this paper seeks to uncover patterns in Chinese behaviour towards its Asian neighbours. It provides a brief examination of China’s imperial as well as post-imperial relations with Asian states. In its focus on imperial China, it suggests the impact of tributary relationships and of a Confucian order at times of Chinese imperial strength as well as imperial weakness. It also investigates some areas of contested or incomplete soverei...

  15. The relationship of attitudes toward science, cognitive style, and self-concept to achievement in chemistry at the secondary school level

    Science.gov (United States)

    Kirk, Gerald Richard

    There is currently a crisis in science education in the United States. This statement is based on the National Science Foundation's report stating that the nation's students, on average, still rank near the bottom in science and math achievement internationally. This crisis is the background of the problem for this study. This investigation studied learner variables that were thought to play a role in teaching chemistry at the secondary school level, and related them to achievement in the chemistry classroom. Among these, cognitive style (field dependence/independence), attitudes toward science, and self-concept had been given considerable attention by researchers in recent years. These variables were related to different competencies that could be used to measure the various types of achievement in the chemistry classroom at the secondary school level. These different competencies were called academic, laboratory, and problem solving achievement. Each of these chemistry achievement components may be related to a different set of learner variables, and the main purpose of this study was to investigate the nature of these relationships. Three instruments to determine attitudes toward science, cognitive style, and self-concept were used for data collection. Teacher grades were used to determine chemistry achievement for each student. Research questions were analyzed using Pearson Product Moment Correlation Coefficients and t-tests. Results indicated that field independence was significantly correlated with problem solving, academic, and laboratory achievement. Educational researchers should therefore investigate how to teach students to be more field independent so they can achieve at higher levels in chemistry. It was also true that better attitudes toward the social benefits and problems that accompany scientific progress were significantly correlated with higher achievement on all three academic measures in chemistry. This suggests that educational researchers

  16. THE EFFECTIVENESS OF E-LAB TO IMPROVE GENERIC SCIENCE SKILLS AND UNDERSTANDING THE CONCEPT OF PHYSICS

    Directory of Open Access Journals (Sweden)

    J. Siswanto

    2016-01-01

    Full Text Available The aimed of this sudy are: (1 investigate the effectiveness of E-Lab to improve generic science skills and understanding the concepts oh physics; and (2 investigate the effect of generic science skills towards understanding the concept of students after learning by using the E-Lab. The method used in this study is a pre-experimental design with one group pretest-posttest. Subjects were students of Physics Education in University PGRI Semarang with methode random sampling. The results showed that: (1 learning to use E-Lab effective to increase generic science skills of students; and (2 Generic science skills give positive effect on student conceptual understanding on the material of the photoelectric effect, compton effect, and electron diffraction. Tujuan penelitian ini yaitu: (1 menyelidiki efektifitas E-Lab untuk meningkatkan keterampilan generik sains dan pemahaman konsep mahasiswa; dan (2  menyelidiki pengaruh keterampilan generik sains terhadap pemahaman konsep mahasiswa setelah dilakukan pembelajaran dengan menggunakan E-Lab. Metode penelitian yang digunakan dalam penelitian ini adalah pre-experimental dengan desain one group pretest-posttest. Subjek penelitian adalah mahasiswa Program Studi Pendidikan  Fisika  Universitas PGRI Semarang, dengan metode pengambilan sampel penelitian secara random. Hasil penelitian menunjukkan bahwa bahwa: (1 pembelajaran menggunakan E-Lab efektif untuk meningkatkan keterampilan generik sains mahasiswa; dan  (2 Keterampilan generik sains berpengaruh positif terhadap pemahaman konsep mahasiswa pada materi efek fotolistrik, efek compton, dan difraksi elektron. 

  17. Moral distress: a comparative analysis of theoretical understandings and inter-related concepts.

    Science.gov (United States)

    Lützén, Kim; Kvist, Beatrice Ewalds

    2012-03-01

    Research on ethical dilemmas in health care has become increasingly salient during the last two decades resulting in confusion about the concept of moral distress. The aim of the present paper is to provide an overview and a comparative analysis of the theoretical understandings of moral distress and related concepts. The focus is on five concepts: moral distress, moral stress, stress of conscience, moral sensitivity and ethical climate. It is suggested that moral distress connects mainly to a psychological perspective; stress of conscience more to a theological-philosophical standpoint; and moral stress mostly to a physiological perspective. Further analysis indicates that these thoughts can be linked to the concepts of moral sensitivity and ethical climate through a relationship to moral agency. Moral agency comprises a moral awareness of moral problems and moral responsibility for others. It is suggested that moral distress may serve as a positive catalyst in exercising moral agency. An interdisciplinary approach in research and practice broadens our understanding of moral distress and its impact on health care personnel and patient care.

  18. Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning

    Directory of Open Access Journals (Sweden)

    Pasi Nieminen

    2012-05-01

    Full Text Available Previous physics education research has raised the question of “hidden variables” behind students’ success in learning certain concepts. In the context of the force concept, it has been suggested that students’ reasoning ability is one such variable. Strong positive correlations between students’ preinstruction scores for reasoning ability (measured by Lawson’s Classroom Test of Scientific Reasoning and their learning of forces [measured by the Force Concept Inventory (FCI] have been reported in high school and university introductory courses. However, there is no published research concerning the relation between students’ ability to interpret multiple representations consistently (i.e., representational consistency and their learning of forces. To investigate this, we collected 131 high school students’ pre- and post-test data of the Representational Variant of the Force Concept Inventory (for representational consistency and the FCI. The students’ Lawson pretest data were also collected. We found that the preinstruction level of students’ representational consistency correlated strongly with student learning gain of forces. The correlation (0.51 was almost equal to the correlation between Lawson prescore and learning gain of forces (0.52. Our results support earlier findings which suggest that scientific reasoning ability is a hidden variable behind the learning of forces. In addition, we suggest that students’ representational consistency may also be such a factor, and that this should be recognized in physics teaching.

  19. Concept mapping as a promising method to bring practice into science

    NARCIS (Netherlands)

    van Bon, M.J.H.; van de Goor, L.A.M.; Holsappel, J.C.; Kuunders, T.J.M.; Jacobs-van der Bruggen, M.A.M.; te Brake, J.H.M.; van Oers, J.A.M.

    2014-01-01

    Objective Concept mapping is a method for developing a conceptual framework of a complex topic for use as a guide to evaluation or planning. In concept mapping, thoughts and ideas are represented in the form of a picture or map, the content of which is determined by a group of stakeholders. This

  20. A Comparison of Exemplary Biology, Chemistry, Earth Science, and Physics Teachers' Conceptions and Enactment of Inquiry

    Science.gov (United States)

    Breslyn, Wayne; McGinnis, J. Randy

    2012-01-01

    Teachers' use of inquiry has been studied largely without regard for the disciplines in which teachers practice. As a result, there is no theoretical understanding of the possible role of discipline in shaping teachers' conceptions and enactment of inquiry. In this mixed-methods study, conceptions and enactment of inquiry for 60 National Board…

  1. The Renaissance Concept of Space: Notes on the Interaction between Arts and Sciences in History

    Directory of Open Access Journals (Sweden)

    Rein Undusk

    2015-10-01

    Full Text Available “Renaissance concept of space” harbors surely some definite bonuses for anybody embarking on a study of the inventive role that philosophy has had, in its happiest moments of life, for human cognition. First, the new suppositions related to physical space emerge in the Renaissance as derivative from the theological-philosophical assumptions of the era: what Renaissance space is can be enunciated quite convincingly on the basis of the intellectual collisions that the era was allotted to deal with. Thus, as a re-generator of classical culture, the Renaissance had to a degree dug up the finite substructure of ancient thinking; however, as an inheritor of the Middle Ages, it had been requested to square finitism with transcendency. Second, much of what we can today fit under Renaissance space is in fact delivered to us in the artistic form of painting, which means that, in addition to the challenge set by philosophy to the spatial knowledge of the era, there was postulated as well a mediatory agency of art in the realization and conveyance of this new knowledge. Thus we can suppose that the solution offered by Renaissance art to the problem of space on its fictional plane comprised the germ of some modern knowledge about space in reality.

  2. Persona and the Performance of Identity : Parallel Developments in the Biographical Historiography of Science and Gender, and the Related Uses of Self Narrative

    NARCIS (Netherlands)

    Bosch, Mineke

    2013-01-01

    In this article Bosch explores the parallel development in scientific and gender biography to shed light on the relation between the individual and the collective, the self and society. In the history of science the relational/collective scientific self and the concept of the scientific persona (or

  3. New and innovative exhibition concepts at science centres using communication technologies

    DEFF Research Database (Denmark)

    Quistgaard, Nana; Kahr-Højland, Anne

    2010-01-01

    Will new communication technologies mean the death of science centres, as Bradburne predicted 12 years ago-or are they alive and kicking? And if science centres do survive, what role could they possibly play in today's society? What mechanisms underlie the development of science centres...... direction, e.g., regarding the emphasised importance of facilitating scientific literacy and critical reflection. We argue that new communication technologies hold potential to accommodate new trends and that science centres have shown to be enterprising in their use of such technologies, e.g., mobile...

  4. Mars Science Laboratory relative humidity observations: Initial results.

    Science.gov (United States)

    Harri, A-M; Genzer, M; Kemppinen, O; Gomez-Elvira, J; Haberle, R; Polkko, J; Savijärvi, H; Rennó, N; Rodriguez-Manfredi, J A; Schmidt, W; Richardson, M; Siili, T; Paton, M; Torre-Juarez, M De La; Mäkinen, T; Newman, C; Rafkin, S; Mischna, M; Merikallio, S; Haukka, H; Martin-Torres, J; Komu, M; Zorzano, M-P; Peinado, V; Vazquez, L; Urqui, R

    2014-09-01

    The Mars Science Laboratory (MSL) made a successful landing at Gale crater early August 2012. MSL has an environmental instrument package called the Rover Environmental Monitoring Station (REMS) as a part of its scientific payload. REMS comprises instrumentation for the observation of atmospheric pressure, temperature of the air, ground temperature, wind speed and direction, relative humidity (REMS-H), and UV measurements. We concentrate on describing the REMS-H measurement performance and initial observations during the first 100 MSL sols as well as constraining the REMS-H results by comparing them with earlier observations and modeling results. The REMS-H device is based on polymeric capacitive humidity sensors developed by Vaisala Inc., and it makes use of transducer electronics section placed in the vicinity of the three humidity sensor heads. The humidity device is mounted on the REMS boom providing ventilation with the ambient atmosphere through a filter protecting the device from airborne dust. The final relative humidity results appear to be convincing and are aligned with earlier indirect observations of the total atmospheric precipitable water content. The water mixing ratio in the atmospheric surface layer appears to vary between 30 and 75 ppm. When assuming uniform mixing, the precipitable water content of the atmosphere is ranging from a few to six precipitable micrometers. Atmospheric water mixing ratio at Gale crater varies from 30 to 140 ppmMSL relative humidity observation provides good dataHighest detected relative humidity reading during first MSL 100 sols is RH75.

  5. Attitudes toward science: measurement and psychometric properties of the Test of Science-Related Attitudes for its use in Spanish-speaking classrooms

    Science.gov (United States)

    Navarro, Marianela; Förster, Carla; González, Caterina; González-Pose, Paulina

    2016-06-01

    Understanding attitudes toward science and measuring them remain two major challenges for science teaching. This article reviews the concept of attitudes toward science and their measurement. It subsequently analyzes the psychometric properties of the Test of Science-Related Attitudes (TOSRA), such as its construct validity, its discriminant and concurrent validity, and its reliability. The evidence presented suggests that TOSRA, in its Spanish-adapted version, has adequate construct validity regarding its theoretical referents, as well as good indexes of reliability. In addition, it determines the attitudes toward science of secondary school students in Santiago de Chile (n = 664) and analyzes the sex variable as a differentiating factor in such attitudes. The analysis by sex revealed low-relevance gender difference. The results are contrasted with those obtained in English-speaking countries. This TOSRA sample showed good psychometric parameters for measuring and evaluating attitudes toward science, which can be used in classrooms of Spanish-speaking countries or with immigrant populations with limited English proficiency.

  6. Supervisors' approaches to supervision and how these relate to conceptions of research

    DEFF Research Database (Denmark)

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

    how supervision is different or similar to research. Møller Madsen and Winsløw (2009) have investigated researchers' understanding of relations between research and teaching in two disciplines: Mathematics and Physical Geography using Chevallard's anthropological theory of didactics (Chevallard 2006...... are short of empirical studies that can shed light on the relations between supervisors' conceptions of research and their approaches to supervision. This work which lies in the research-teaching nexus arena of doctoral supervision has the potential to provide new insights into supervision by identifying...

  7. FROM PUBLIC RELATIONS TO THE NEW CONCEPTS OF COMMUNICATION: TERMINOLOGICAL PROBLEMS

    Directory of Open Access Journals (Sweden)

    María Isabel Míguez González

    2013-11-01

    Full Text Available The terms public relations, communication management, corporate communication, institutional communication, business communication and organizational communication coexist in the professional field of communication without clear conceptual limits. In order to clarify this situation from an academic point of view, we reviewed the contributions about these terms made by Spanish authors, based on the oldest notion of public relations. The analysis shows significant discrepancies between different authors, who can not clearly define the scope of these concepts and their relationship to each other.

  8. Strategic Approaches to Trading Science Objectives Against Measurements and Mission Design: Mission Architecture and Concept Maturation at the Jet Propulsion Laboratory

    Science.gov (United States)

    Case, K. E.; Nash, A. E., III

    2017-12-01

    Earth Science missions are increasingly challenged to improve our state of the art through more sophisticated hypotheses and inclusion of advanced technologies. However, science return needs to be constrained to the cost environment. Selectable mission concepts are the result of an overlapping Venn diagram of compelling science, feasible engineering solutions, and programmatic acceptable costs, regardless of whether the science investigation is Earth Venture or Decadal class. Since the last Earth Science and Applications Decadal Survey released in 2007, many new advanced technologies have emerged, in instrument, SmallSat flight systems, and launch service capabilities, enabling new mission architectures. These mission architectures may result in new thinking about how we achieve and collect science measurements, e.g., how to improve time-series measurements. We will describe how the JPL Formulation Office is structured to integrate methods, tools, and subject matter experts to span the mission concept development lifecycle, and assist Principal Investigators in maturing their mission ideas into realizable concepts.

  9. Survey of stress, anxiety, depression and self-concept of students of Fasa University of medical sciences, 2010

    Directory of Open Access Journals (Sweden)

    Majid Najafi Kalyani

    2013-09-01

    Full Text Available Background & Objectives: Studying periods in university is very important for students. Because of the problems, this period is usually accompanied with mental status changes of students. The aim of this study was the assessment of psychological variables (stress, anxiety and depression and self-concept of students. Materials & Methods: In this cross-sectional study, all the students studying at Fasa University of Medical Sciences in the academic year 89-88 were selected through census sampling method. The DASS-21 was used to assess stress, anxiety and depression of students and in order to evaluate the status of their self-concept; the Carl Rogers questionnaire was used. Data analysis was performed with SPSS software using descriptive and inferential statistics (t test, ANOVA, Chi square and Pearson correlation. Results: The results of this study showed that 76% of students had stress, 56.4% anxiety and 53.1% depression, and 69/3% had weak or negative self-concepts. There was a statistically significant correlation between high stress, anxiety and depression with negative self-concept (P<0.001.Conclusion: High stress, anxiety and depression and also a significant correlation between increased stress, anxiety and depression with negative and weak self-concept of students were found. It is necessary to devote more careful attention to mental health issues of students and have appropriate interventions.

  10. What is the best term in Spanish to express the concept of cancer-related fatigue?

    Science.gov (United States)

    Centeno, Carlos; Portela Tejedor, María Angustias; Carvajal, Ana; San Miguel, Maria Teresa; Urdiroz, Julia; Ramos, Luis; De Santiago, Ana

    2009-05-01

    Fatigue is one of the most frequent symptoms in patients with cancer. No adequate term in Spanish has been defined to describe the English concept of fatigue. To identify the most suitable Spanish words that define the concept of fatigue and to check psychometric characteristics. Consensus with professional experts on Spanish words that best suit the English concept of fatigue. A prospective study on oncologic patients was also undertaken, which included an evaluation of the intensity of fatigue through visual numeric scales (VNS) where the words had been previously selected. The fatigue subscale of the Functional Assessment of Cancer Therapy-Fatigue (FACT-F) questionnaire was taken as a reference. The experts highlighted the words cansancio, agotamiento, and debilidad (tiredness, exhaustion, and weakness) as the terms that best defined the concept of fatigue. In the psychometric assessment study, 100 patients were included, of which 61 (61%) presented diagnostic values for cancer-related fatigue in the FACT-F fatigue subscale (score 34/52 or lower). The VNS for the chosen terms obtained a high correlation with the FACT-F fatigue subscale results: cansancio (tiredness) r = -0.71, agotamiento (exhaustion) r = -0.74, debilidad (weakness) r = -0.74, with no statistical differences between them. For the detection of fatigue by means of the VNS, tiredness (cutoff point > or =4/10) gave sensitivity (S) 0.90 and specificity (E) 0.72; exhaustion (cutoff point > or =3/10) S 0.95 and E 0.90 and weakness (cutoff point > or =4/10) S 0.92 and E 0.72. The ROC curve was 0.88 for tiredness, 0.94 for exhaustion, and 0.92 for weakness, with no significant difference between the areas mentioned. The terms cansancio, agotamiento, and debilidad (tiredness, exhaustion, and weakness) are suitable for defining the English concept of fatigue in Spanish, and should be the preferred option for inclusion in evaluation tools.

  11. Understanding Science Teaching Effectiveness: Examining How Science-Specific and Generic Instructional Practices Relate to Student Achievement in Secondary Science Classrooms

    Science.gov (United States)

    Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

    2017-01-01

    In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student…

  12. Experiments related to marine environmental science using a tandem Pelletron

    International Nuclear Information System (INIS)

    Kitamura, A.; Hamamoto, S.; Ohtani, Y.; Furuyama, Y.; Taniike, A.; Kubota, N.; Yamauchi, T.; Mimura, H.

    2003-01-01

    Activities related to marine environmental science, which have been made in our laboratory using a 1.7MV Pelletron 5SDH2 accelerator, are reviewed. One is successful application of proton beams to radiation-induced graft polymerization for making amidoxime-type adsorbents that are very effective for collecting doubly charged ions of metal elements, such as uranium and vanadium, abundantly dissolved in seawater. The other is effective application of accelerator analyses to investigation of interaction of tributyltin (TBT) chloride, which had been used in self-polishing antifouling paints and are endocrine disrupter having mutagenicity, with a TBT resistant marine microorganism newly isolated from sediment of a ship's ballast water tank. (author)

  13. On the relation between the concepts of self and ego in Kohut's psychology of the self.

    Science.gov (United States)

    Treurniet, N

    1980-01-01

    The concept of self is connected with its counterpart in the concepts of objective, subjective and transitional reality. The potential space of the Self is shown to be restricted rather than enhanced by an overemphasis on the role of empathy. This overemphasis is then related to narcissistic problems in the analyst himself. Self-psychology turns back the clock as it splits instead of integrates its relation with psychoanalysis, reducing so-called "classical analysis" to rigid conflict psychology as opposed to self-psychology, which claims the most central functions of the ego thereby confiscating the third episode in the development of the ego concept in Freud's work. Kohut's description of the transitional process in the psychoanalytic situation predominantly in terms of only one of its constituents, the empathic immersion, is considered to be related to his position vis-à-vis the drives. Using only experiential, as opposed to observational, categories he cannot but arrive at the conclusion that drive intensity is not the cause of central pathology but its result. This creates an imbalance in the clinical view that not only narcissistic mortification indeed produces drive manifestations but on the other hand intensive drive impulses also may produce a severe narcissistic mortification. An attempt is made to find theoretical conceptualizations preserving drive psychology as well as self-psychology by differentiating between a function and its content, i.e. the product of that function, the representation. The interdependence in the "working relation" of self and ego, of subjective experiencing and objective functioning, of our sense of freedom and our conviction of determinism is clarified. The seeming contradictions and conceptual confusion might also be related to an insufficient distinction between our two basic modes of perceiving the world, diacritic and coenaesthetic perception.

  14. Describing the concept of infinite among art, literature, philosophy and science: a pedagogical-didactic overview

    Directory of Open Access Journals (Sweden)

    Paolo Di Sia

    2014-09-01

    Full Text Available In this work an interesting overview concerning the human attempts in the description of the concept of infinite is presented. This peculiar concept represents a cardinal point in the history of human culture, because man, with different modalities, has always compared with it. Historically the main followed streams were two: the rational and the irrational approaches. In the first approach we find disciplines such as philosophy, mathematics and physics; the second is the domain of literature, arts and religion. Some activities for developing ideas about the intuitive concept of the infinity at the level of compulsory education will be also given.

  15. Communicating Science Concepts through Art: 21st-Century Skills in Practice

    Science.gov (United States)

    Buczynski, Sandy; Ireland, Kathleen; Reed, Sherri; Lacanienta, Evelyn

    2012-01-01

    There is a dynamic synergy between the visual arts and the natural sciences. For example, science relies heavily on individuals with visual-art skills to render detailed illustrations, depicting everything from atoms to zebras. Likewise, artists apply analytic, linear, and logical thinking to compose and scale their work of art. These parallel…

  16. New and innovative exhibition concepts at science centres using communication technologies

    DEFF Research Database (Denmark)

    Quistgaard, Nana; Kahr-Højland, Anne

    2010-01-01

    ? These are the questions driving this article. As a point of departure, we point to an outspoken plea for change at science centres, a movement away from showing the wonders of science toward a context intended to engage visitors in debate regarding STS-issues1. On the societal level, tendencies seem to point in the same...... phones....

  17. Science Fiction Movies as a Tool for Revealing Students' Knowledge and Alternative Conceptions

    Science.gov (United States)

    Ongel-Erdal, Sevinc; Sonmez, Duygu; Day, Rob

    2004-01-01

    According to renowned physicist Stephen Hawking, "science fiction is useful both for stimulating the imagination and for diffusing fear of the future." Indeed, several studies suggest that using science fiction movies as a teaching aid can improve both motivation and achievement. However, if a movie's plot crosses the line between good…

  18. C. S. Peirce's Complementary and Transdisciplinary Conception of Science and Religion

    DEFF Research Database (Denmark)

    Brier, Søren

    2012-01-01

    C. S. Peirce was very mathematical, logical and empirical in the foundations of his thinking and he saw no principal limits to the knowledge obtainable by science. But the transdisciplinary view he developed differs substantially from the unity science of logical positivism in that he worked...

  19. Girls' and Boys' Academic Self-Concept in Science in Single-Sex and Coeducational Classes

    Science.gov (United States)

    Simpson, Amber; Che, S. Megan; Bridges, William C., Jr.

    2016-01-01

    Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents' attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male…

  20. The relationship of mentoring on middle school girls' science-related attitudes

    Science.gov (United States)

    Clark, Lynette M.

    This quantitative study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves' theory. These theories emphasize social and learning experiences that may impact the science-related attitudes of middle school girls. The research questions examined the science-related attitudes of middle school girls who participate in a science-related mentoring program. The hypotheses suggested that there are significant differences that exist between the attitudes of middle school female participants in a science-related mentoring program and female participants in a traditional mentoring program. The quantitative data were collected through a survey entitled the Test of Science-Related Attitudes (TOSRA) which measures science-related attitudes. The population of interest for this study is 11-15 year old middle school girls of various racial and socio-economic backgrounds. The sample groups for the study were middle school girls participating in either a science-focused mentoring program or a traditional mentoring program. Results of the study indicated that no significant difference existed between the science-related attitudes of middle school girls in a science-related mentoring program and the attitudes of those in a traditional mentoring program. The practical implications for examining the concerns of the study would be further investigations to increase middle school girls' science-related attitudes.

  1. Seeking missing pieces in science concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis

    Science.gov (United States)

    Ding, Lin

    2014-02-01

    Discipline-based science concept assessments are powerful tools to measure learners' disciplinary core ideas. Among many such assessments, the Brief Electricity and Magnetism Assessment (BEMA) has been broadly used to gauge student conceptions of key electricity and magnetism (E&M) topics in college-level introductory physics courses. Differing from typical concept inventories that focus only on one topic of a subject area, BEMA covers a broad range of topics in the electromagnetism domain. In spite of this fact, prior studies exclusively used a single aggregate score to represent individual students' overall understanding of E&M without explicating the construct of this assessment. Additionally, BEMA has been used to compare traditional physics courses with a reformed course entitled Matter and Interactions (M&I). While prior findings were in favor of M&I, no empirical evidence was sought to rule out possible differential functioning of BEMA that may have inadvertently advantaged M&I students. In this study, we used Rasch analysis to seek two missing pieces regarding the construct and differential functioning of BEMA. Results suggest that although BEMA items generally can function together to measure the same construct of application and analysis of E&M concepts, several items may need further revision. Additionally, items that demonstrate differential functioning for the two courses are detected. Issues such as item contextual features and student familiarity with question settings may underlie these findings. This study highlights often overlooked threats in science concept assessments and provides an exemplar for using evidence-based reasoning to make valid inferences and arguments.

  2. Seeking missing pieces in science concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis

    Directory of Open Access Journals (Sweden)

    Lin Ding

    2014-02-01

    Full Text Available Discipline-based science concept assessments are powerful tools to measure learners’ disciplinary core ideas. Among many such assessments, the Brief Electricity and Magnetism Assessment (BEMA has been broadly used to gauge student conceptions of key electricity and magnetism (E&M topics in college-level introductory physics courses. Differing from typical concept inventories that focus only on one topic of a subject area, BEMA covers a broad range of topics in the electromagnetism domain. In spite of this fact, prior studies exclusively used a single aggregate score to represent individual students’ overall understanding of E&M without explicating the construct of this assessment. Additionally, BEMA has been used to compare traditional physics courses with a reformed course entitled Matter and Interactions (M&I. While prior findings were in favor of M&I, no empirical evidence was sought to rule out possible differential functioning of BEMA that may have inadvertently advantaged M&I students. In this study, we used Rasch analysis to seek two missing pieces regarding the construct and differential functioning of BEMA. Results suggest that although BEMA items generally can function together to measure the same construct of application and analysis of E&M concepts, several items may need further revision. Additionally, items that demonstrate differential functioning for the two courses are detected. Issues such as item contextual features and student familiarity with question settings may underlie these findings. This study highlights often overlooked threats in science concept assessments and provides an exemplar for using evidence-based reasoning to make valid inferences and arguments.

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

    Science.gov (United States)

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

  4. The Electromagnetic Conception of Nature at the Root of the Special and General Relativity Theories and Its Revolutionary Meaning

    Science.gov (United States)

    Giannetto, Enrico R. A.

    2009-01-01

    The revolution in XX century physics, induced by relativity theories, had its roots within the electromagnetic conception of Nature. It was developed through a tradition related to Brunian and Leibnizian physics, to the German "Naturphilosophie" and English XIXth physics. The electromagnetic conception of Nature was in some way realized by the…

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

    Science.gov (United States)

    Sadler, Philip M.

    2011-01-01

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

  6. Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts

    Directory of Open Access Journals (Sweden)

    Daniel Alves Escodino

    2013-12-01

    Full Text Available In this work we aimed to determine the level of Molecular Biology (MB science literacy of students from two Brazilian public schools which do not consider the rogerian theory for class planning and from another institution, Cap UERJ, which favours this theory. We applied semiclosed questionnaires specific to the different groups of science literacy levels. Besides, we have asked them to perform conceptual maps with MB concepts in order to observe if they have experienced meaningful learning. Finally, we prepared MB classes for students of the three schools, considering their conceptual maps and tried to evaluate, through a second map execution, if the use of alternative didactics material, which consider meaningful learning process, would have any effect over the appropriation of new concepts. We observed that most students are placed at Functional literacy level. Nonetheless, several students from CAp were also settled at the higher Conceptual and Procedural levels. We found that most students have not experienced meaningful learning and that the employment of didactic material and implementation of proposals which consider the cognitive structure of the students had a significant effect on the appropriation of several concepts.

  7. Uexküllian Umwelt as science and as ideology: the light and the dark side of a concept.

    Science.gov (United States)

    Stella, Marco; Kleisner, Karel

    2010-06-01

    The concept of Umwelt, in particular the interpretation originally developed by Jakob von Uexküll, played an important role in the development of biological thought of the first half of the twentieth century. The theory of Umwelt (Umweltlehre) was one of the most original ideas that appeared in German biology at that time. It was the first attempt to introduce subjectivity into a science about organisms; it laid down the foundations of behavioural research and inspired the development of ethology. However, the theory of Umwelt has also been used to support more sinister activities and even some dangerous ideologies. The concept of Umwelt is of interest not only to historians: within some intellectual circles, it is still broadly used today. Our aim was to analyse the notion's historic development within the context of biological thought of the first half of the 20th century. In particular, we focus (1) on how the concept was adopted and adapted for various, often widely diverging purposes; (2) on interactions between the Umweltlehre and other contemporary worldviews. We argue that in order to understand the developments that occurred in twentieth century biology, one needs to properly appreciate the role which Umweltlehre played in these. Even more importantly, the Umweltlehre is a worldview that influenced not only science but also politics and social affairs. In this respect it functioned rather like a number of other scientific and ideological frameworks of that time, such as Synthetic Darwinism.

  8. DUSEL-related Science at LBNL Program and Opportunities

    International Nuclear Information System (INIS)

    Bauer, Christian; Detweiler, Jason; Freedman, Stuart; Gilchriese, Murdock; Kadel, Richard; Koch, Volker; Kolomensky, Yury; Lesko, Kevin; von der Lippe, Henrik; Marks, Steve; Nomura, Yasunori; Plate, David; Roe, Natalie; Sichtermann, Ernst; Ligeti, Zoltan

    2009-01-01

    neutrinoless double beta decay searches. The Nuclear Physics Long Range Plan strongly endorses DUSEL and the associated nuclear physics programs. It mentions, in particular, neutrinoless double beta decay, and accelerator-based nuclear astrophysics measurements as key elements of the DUSEL nuclear physics experimental program. There are numerous fundamental scientific questions that experiments which can naturally be sited at DUSEL can address. LBNL has a long tradition and track record of successful experiments in all of these areas: neutrino physics, dark matter searches, and nuclear astrophysics. Clearly, DUSEL presents many scientific opportunities, and the committee was charged to present a roadmap for LBNL participation, the impact that LBNL is likely to have on experiments at the present level of effort, the value of additional manpower, and opportunities for synergistic Detector R and D activities. The Berkeley community is already deeply involved in a number of experiments and/or proposals, shown in Table 1, that will be relevant to science at DUSEL. The approximate time lines for all projects considered in this report are shown in Table 2. For the DUSEL-related experiments the depth at which they would be located is also shown. Section 2 of this report deals with nuclear astrophysics. Section 3 discusses neutrinoless double beta decays. Section 4 focuses on neutrino oscillations, including the search for CP violation and proton decay. Section 5 deals with dark matter searches. In each section we give a brief overview of that field, review the present Berkeley efforts, and discuss the opportunities going into the future. Section 6 contains our recommendations.

  9. Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting

    Science.gov (United States)

    Rocha Fernandes, Geraldo W.; Rodrigues, António M.; Ferreira, Carlos Alberto

    2017-05-01

    This study investigated some of the aspects that characterise the understanding of the Nature of Science (NOS) and Nature of Technology (NOT) of 20 children and youths from different countries who perform scientific and technological activities in a non-formal teaching and learning setting. Data were collected using a questionnaire and semistructured interviews. A categorical instrument was developed to analyse the participants' conceptions of the following subjects: (1) the role of the scientist, (2) NOS and (3) NOT. The results suggest that the participants had naïve conceptions of NOS that are marked by empirical and technical-instrumental views. They characterised NOT primarily as an instrumental apparatus, an application of knowledge and something important that is part of their lives. They exhibited a stereotypical understanding of the role of the scientist (development of methods, demonstration of facts, relationship with technological devices, etc.).

  10. CONCEPTIONS ABOUT THE HISTORY OF SCIENCE PRESENTED IN THE TEXTBOOKS OF THE EARLY YEARS IN THE STATE OF GOIÁS

    Directory of Open Access Journals (Sweden)

    Jenyffer Soares Estival Murça

    2016-07-01

    Full Text Available The approach of the History of Science (HC in science teaching and textbooks (LD has been gaining ground in discussions involving teacher training, may be one way to combat naive conceptions about the Nature of Science (NDC. The present study sought to identify and analyze the presence of HC in the collection of Sciences textbook intended for the early years of elementary school (1st to 5th year, the largest acquisition for public schools in the state of Goiás. The collection of LDs used was approved in PNLD 2013-2015 collection, Open Door Collection (2011. Insertion of HC, by using categorization information for HC were analyzed. The analysis revealed eight inserted in the collection (Human Body, Energy, Evolution, Interaction, Environment, Health, Technology and Universe Theme, where were possible to identify only 17 inserts HC, surface and related mode of knowledge production. Thus, it is concluded that the insertion of the HC in the early years still gives a very modest way, should be reconsidered and discussed in training courses for teachers.

  11. The concept of landscape education at school level with respect to the directions of the science of landscape

    Science.gov (United States)

    Szczęsna, Joanna

    2010-01-01

    School education is both a starting point for the development of various scientific disciplines (school educates future researchers) and the result of science. The landscape research is conducted within many scientific disciplines and has a long tradition. Lanscape education, which is the result of a scientific dimension, is implemented in primary school under the nature subject. Primary school education is the only level at which the geographical contents are carried out on landscape. The landscape is of interest to many disciplines: geography, architecture, social sciences and the arts. In recent years, there were many studies which contained an overview of the main strands of the science of landscape, presented the differences in the meaning of the concept and objectives of individual research disciplines. These studies have become the ground for the characterization of the concept of landscape education implemented in Polish school and its evaluation in terms of scientific achievements. A review of educational purposes, the basic content of education and achievements of students, demonstrate the influence of multiple scientific disciplines in school landscape education. The most significant share of the course content are achievements of geography disciplines, particularly: physical geography, environmental protection and landscape ecology. Other scientific fields: literature, art, psychology, sociology, and architecture do not have any impact on the school landscape education or their impact remains marginal.

  12. The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence

    Directory of Open Access Journals (Sweden)

    Olga Bakadorova

    2017-12-01

    Full Text Available Existing literature evidences the association between adolescents’ school self-concept and engagement, both concepts being related to students’ perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 (Mage = 13.7, SD = 0.53; 53.9% girls and 845 9th grade students at T2 (Mage = 14.86; SD = 0.57; 55% girls from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students’ perception of peers as positive motivators (PPMs at the beginning of 8th grade (T1 positively predicts their behavioral school engagement at the end of 9th grade (T2, as well as emotional school engagement at the beginning of 8th grade positively predicts students’ perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student’s school self-concept at T2.

  13. The Interplay of Students' School Engagement, School Self-Concept and Motivational Relations during Adolescence.

    Science.gov (United States)

    Bakadorova, Olga; Raufelder, Diana

    2017-01-01

    Existing literature evidences the association between adolescents' school self-concept and engagement, both concepts being related to students' perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 ( M age = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 ( M age = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students' perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students' perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student's school self-concept at T2.

  14. When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability.

    Science.gov (United States)

    Kessels, Ursula; Hannover, Bettina

    2008-06-01

    Establishing or preserving single-sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. We test the assumption that the beneficial effects of single-sex education on girls' self-concept of ability in masculine subjects such as physics are due to the lower accessibility of gender-related self-knowledge in single-sex classes. N=401 eighth-graders (mean age 14.0 years) from coeducational comprehensive schools. Random assignment of students to single-sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics-related self-concept of ability was measured using a questionnaire. In a subsample of N=134 students, the accessibility of gender-related self-knowledge during physics classes was assessed by measuring latencies and endorsement of sex-typed trait adjectives. Girls from single-sex physics classes reported a better physics-related self-concept of ability than girls from coeducational classes, while boys' self-concept of ability did not vary according to class composition. For both boys and girls, gender-related self-knowledge was less accessible in single-sex classes than in mixed-sex classes. To the extent that girls' feminine self-knowledge was relatively less accessible than their masculine self-knowledge, their physics-related self-concept of ability improved at the end of the school year. By revealing the importance of the differential accessibility of gender-related self-knowledge in single- and mixed-sex settings, our study clarifies why single-sex schooling helps adolescents to gain a better self-concept of ability in school subjects that are considered inappropriate for their own sex.

  15. Pedagogical practices in Youth and Adult Education: concepts and practices of Sciences teachers

    OpenAIRE

    Karen Martins Limberger; Valderez Marina do Rosário Lima; Renata Medina Silva

    2014-01-01

    The present work aimed to analyze how the pedagogical practices of Sciences teachers in Youth and Adults Education (YAE) are developed. The study had a qualitative approach and employed semi-structured recorded interviews for data survey, which was later evaluated through the Discursive Textual Analysis. It was verified that YAE Sciences teachers’ planning is based on regular education textbooks and focuses on conceptual contents. Teachers use different teaching strategies, such as movies pic...

  16. Artificial intelligence applications concepts for the remote sensing and earth science community

    Science.gov (United States)

    Campbell, W. J.; Roelofs, L. H.

    1984-01-01

    The following potential applications of AI to the study of earth science are described: (1) intelligent data management systems; (2) intelligent processing and understanding of spatial data; and (3) automated systems which perform tasks that currently require large amounts of time by scientists and engineers to complete. An example is provided of how an intelligent information system might operate to support an earth science project.

  17. The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes Towards Integration

    Science.gov (United States)

    McHugh, Luisa

    Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to improved student perception of the integration of science and mathematics. Although there is adequate literature to substantiate students' positive responses to integration in terms of attitudes, there has been little empirical data to support significant academic improvement when both disciplines are taught in an integrated method. This research study, conducted at several school districts on Long Island and New York City, New York, examined teachers' attitudes toward integration and students' attitudes about, and achievement on assessments in, an integrated 8th grade science classroom compared to students in a non-integrated classroom. An examination of these parameters was conducted to analyze the impact of the sizeable investment of time and resources needed to teach an integrated curriculum effectively. These resources included substantial teacher training, planning time, collaboration with colleagues, and administration of student assessments. The findings suggest that students had positive outcomes associated with experiencing an integrated science and mathematics curriculum, though these were only weakly correlated with teacher confidence in implementing the integrated model successfully. The positive outcomes included the ability of students to understand scientific concepts within a concrete mathematical framework, improved confidence in applying mathematics to scientific ideas, and increased agreement with the usefulness of mathematics in interpreting science concepts. Implications of these research findings may be of benefit to educators and policymakers looking to adapt integrated curricula in order to

  18. Moving Beyond Concepts: Getting Urban High School Students Engaged in Science through Cognitive Processes

    Science.gov (United States)

    Singh, Renu

    In order to maintain its global position, the United States needs to increase the number of students opting for science careers. Science teachers face a formidable challenge. Students are not choosing science because they do not think coursework is interesting or applies to their lives. These problems often compound for adolescents in urban areas. This action research investigated an innovation aimed at engaging a group of adolescents in the science learning process through cognitive processes and conceptual understanding. It was hoped that this combination would increase students' engagement in the classroom and proficiency in science. The study was conducted with 28 juniors and sophomores in an Environmental Science class in an urban high school with a student body of 97% minority students and 86% students receiving free and reduced lunch. The study used a mixed-methods design. Instruments included a pre- and post-test, Thinking Maps, transcripts of student discourse, and a two-part Engagement Observation Instrument. Data analysis included basic descriptives and a grounded theory approach. Findings show students became engaged in activities when cognitive processes were taught prior to content. Furthermore it was discovered that Thinking Maps were perceived to be an easy tool to use to organize students' thinking and processing. Finally there was a significant increase in student achievement. From these findings implications for future practice and research are offered.

  19. Basic Concepts in the Taxonomy of Health-Related Behaviors, Habits and Lifestyle

    Science.gov (United States)

    Salvador-Carulla, Luis; Alonso, Federico; Gomez, Rafael; Walsh, Carolyn O.; Almenara, José; Ruiz, Mencía; Abellán, María José

    2013-01-01

    Background: Health-related Habits (HrH) are a major priority in healthcare. However there is little agreement on whether exercise, diet, smoking or dental hygiene are better described as lifestyles, habits or behaviors, and on what is their hierarchical relationship. This research is aimed at representing the basic concepts which are assumed to constitute the conceptual framework enabling us to interpret and organize the field of HrH. Methods: A group of 29 experts with different backgrounds agreed on the definition and hierarchy of HrH following an iterative process which involved framing analysis and nominal group techniques. Results: Formal definitions of health-related behavior, habit, life-style and life-style profile were produced. In addition a series of basic descriptors were identified: health reserve, capital, risk and load. Six main categories of HrH were chosen based on relevance to longevity: diet/exercise, vitality/stress, sleep, cognition, substance use and other risk. Attributes of HrH are clinical meaningfulness, quantifiability, temporal stability, associated morbidity, and unitarity (non-redundancy). Two qualifiers (polarity and stages of change) have also been described. Conclusions: The concepts represented here lay the groundwork for the development of clinical and policy tools related to HrH and lifestyle. An adaptation of this system to define targets of health interventions and to develop the classification of person factors in ICF may be needed in the future. PMID:23670578

  20. Basic Concepts in the Taxonomy of Health-Related Behaviors, Habits and Lifestyle

    Directory of Open Access Journals (Sweden)

    eVITAL group

    2013-05-01

    Full Text Available Background: Health-related Habits (HrH are a major priority in healthcare. However there is little agreement on whether exercise, diet, smoking or dental hygiene are better described as lifestyles, habits or behaviors, and on what is their hierarchical relationship. This research is aimed at representing the basic concepts which are assumed to constitute the conceptual framework enabling us to interpret and organize the field of HrH. Methods: A group of 29 experts with different backgrounds agreed on the definition and hierarchy of HrH following an iterative process which involved framing analysis and nominal group techniques. Results: Formal definitions of health-related behavior, habit, life-style and life-style profile were produced. In addition a series of basic descriptors were identified: health reserve, capital, risk and load. Six main categories of HrH were chosen based on relevance to longevity: diet/exercise, vitality/stress, sleep, cognition, substance use and other risk. Attributes of HrH are clinical meaningfulness, quantifiability, temporal stability, associated morbidity, and unitarity (non-redundancy. Two qualifiers (polarity and stages of change have also been described. Conclusions: The concepts represented here lay the groundwork for the development of clinical and policy tools related to HrH and lifestyle. An adaptation of this system to define targets of health interventions and to develop the classification of person factors in ICF may be needed in the future.

  1. Concept Maps for Improved Science Reasoning and Writing: Complexity Isn’t Everything

    Science.gov (United States)

    Dowd, Jason E.; Duncan, Tanya; Reynolds, Julie A.

    2015-01-01

    A pervasive notion in the literature is that complex concept maps reflect greater knowledge and/or more expert-like thinking than less complex concept maps. We show that concept maps used to structure scientific writing and clarify scientific reasoning do not adhere to this notion. In an undergraduate course for thesis writers, students use concept maps instead of traditional outlines to define the boundaries and scope of their research and to construct an argument for the significance of their research. Students generate maps at the beginning of the semester, revise after peer review, and revise once more at the end of the semester. Although some students revised their maps to make them more complex, a significant proportion of students simplified their maps. We found no correlation between increased complexity and improved scientific reasoning and writing skills, suggesting that sometimes students simplify their understanding as they develop more expert-like thinking. These results suggest that concept maps, when used as an intervention, can meet the varying needs of a diverse population of student writers. PMID:26538388

  2. The concept of mass angular scattering power and its relation to the diffusion constant

    Energy Technology Data Exchange (ETDEWEB)

    Sandison, George A.; Papiez, Lech S. [School of Health Sciences, Purdue University, West Lafayette, IN (United States)

    1998-09-01

    An understanding of the scattering of high energy charged particle beams by tissue is required in radiotherapy since the particle trajectories determine the pattern of radiation dose deposition in patients. Numerical calculations of radiation dose often utilize energy dependent values of the angular scattering power. However, the physics literature is replete with confused interpretations of the concept of angular scattering power and its relation to the single scattering cross section for the medium or the diffusion constant in the diffusional limit. The purpose of this article is to clarify these notions.

  3. Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

    Science.gov (United States)

    Lee, Yeung Chung; Lee, Carole Kwan-Ping; Lam, Irene Chung-Man; Kwok, Ping Wai; So, Winnie Wing-Mui

    2018-01-01

    International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.

  4. New Concepts of Quality Assurance in Analytical Chemistry: Will They Influence the Way We Conduct Science in General?

    DEFF Research Database (Denmark)

    Andersen, Jens; Glasdam, Sidsel-Marie; Larsen, Daniel Bo

    2016-01-01

    , but in contemporary science two approaches to the implementation of statistics in decision making are used: 1. Short-term precision and 2. long-term precision. Both approaches are valid and both are described using the same methods of statistics. However, they lead to completely different conclusions and decisions....... Despite good intentions and new concepts, as well as practices and procedures for quality assurance, it is shown by these two examples that these efforts may be inadequate or mislead scientists into making major mistakes in the decision-making process. A set of equations is supplied, which are based......According to the guide Vocabulary in Metrology (VIM3) (JCGM, 2008), the definition of the concepts of trueness and accuracy has been revised, which has an important impact on analytical chemistry. Additionally, Eurachem/CITAC has published a new edition of the guide to Quantifying Uncertainty...

  5. Do New Production Concepts and a new Management of Employment Relations, yield higher Employee Performance and lower Job Strain?

    Directory of Open Access Journals (Sweden)

    Karolus Kraan

    2007-05-01

    Full Text Available In this article old versus new production concepts (NPCs and employment relation instruments, are studied, separately and in combination, to find out which yield high employee performance and low job strain. Therefore, in 2005, TNO conducted coupled surveys among 149 supervisors and employees. In the past decades, in reaction to dysfunctions of Tayloristic and professional bureaucratic production concepts and employment relations, several new forms of employment relations and NPCs, appeared. Examples are the Socio-technical NPC and customized employment relations. In this study both this NPC and customized employment relations - i.c. customized performance targets - demonstrate positive associations with employee performance. According to Socio-technical theory the design of employment relations is relatively unimportant, as human resources are mobilised primarily by the production concept. Our results for this NPC show the legitimacy of this assumption, because its high employee performance is irrespective of the employment relation instruments. On the contrary, in the other NPCs and in professional bureaucracies, the (employment relation instruments of respectively an increased period needed for learning the job, and customized performance targets can compensate for the lower employee performance in these production concepts. The results do not show increased job strain, due to new production concepts, or new employment relations. production concepts, employment relations, labour productivity, socio-technical theory

  6. The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching

    Science.gov (United States)

    Lotter, Christine

    2005-11-01

    This research investigated nine secondary science teachers' conceptions and use of inquiry teaching throughout a year-long professional development program. The professional development program consisted of a two-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Teachers' conceptions of inquiry teaching were established through both qualitative interviews and a quantitative instrument given before and after the summer institute and again at the end of the academic year. Videotapes of all nine teachers presenting inquiry lessons in their own classrooms were evaluated using an observation protocol that measured the teachers' degree of reform teaching. Three of the teachers were chosen for an in-depth case study of their classroom teaching practices. Data collected from each of the case study teachers included videotapes from classroom observations, responses to an inquiry survey, and transcripts from two additional qualitative interviews. Students' responses to their teachers' use of inquiry teaching were also investigated in the case study classrooms. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that the teachers' knowledge of inquiry was necessary but not sufficient for their implementation of inquiry teaching practices. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education were found to have a direct effect on the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that

  7. Space Research, Education, and Related Activities In the Space Sciences

    Science.gov (United States)

    Black, David

    2002-01-01

    The mission of this activity, known as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, the Universities Space Research Association (USRA) recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members. This paper is the final report from this now completed Cooperative Agreement.

  8. NOTES. A Course Relating Agronomy and Science to Society.

    Science.gov (United States)

    McIntosh, Marla S.

    1993-01-01

    Describes a course designed to teach the relationship between science, agronomy, and society. Includes course and class description, course content, and evaluation of the course. (11 references) (MCO)

  9. Timing Sunsets with Smartphones: Proof of Concept for a Citizen Science Project that Quantifies the Atmosphere and Supports Astronomical Observations

    Science.gov (United States)

    Wilson, Teresa; Kantamneni, A.; Bartlett, J. L.; Nemiroff, R. J.

    2014-01-01

    Current models that predict the times of sunrise and sunset are only accurate, typically, to a few minutes. Variations in atmospheric refraction contribute to the differences between computed and observed times. At high latitudes, slight changes in refraction can cause the Sun to remain continuously above the horizon instead of appearing to set. A substantial collection of observations would help constrain atmospheric models, which should, in turn, complement astronomical observations through improved understanding of air stability, refraction, and transparency. We report on a small project recording data from a few smartphones as a proof of concept for a possible larger scale citizen science effort.

  10. Systematically reviewing the potential of concept mapping technologies to promote self-regulated learning in primary and secondary science education

    DEFF Research Database (Denmark)

    Stevenson, Matt P.; Hartmeyer, Rikke; Bentsen, Peter

    2017-01-01

    We systematically searched five databases to assess the potential of concept mapping-based technologies to promote self-regulated learning in science education. Our search uncovered 17 relevant studies that investigated seven different types of learning technologies. We performed a narrative....... Computer software was particularly useful for developing cognitive strategies through ease of use. Teaching agents were particularly useful for developing metacognitive strategies by coupling visualisation of knowledge patterns with performance monitoring, aided by a teaching metaphor. Finally, mobile...... devices and teaching agents were most effective in enhancing motivation. Effects on knowledge gains remain unclear due to small sample sizes....

  11. Integrated Science Assessment (ISA) of Ozone and Related Photochemical Oxidants (Second External Review Draft, Sep 2011)

    Science.gov (United States)

    EPA has released the Integrated Science Assessment of Ozone and Related Photochemical Oxidants (Second External Review Draft) for independent peer review and public review. This draft document represents a concise synthesis and evaluation of the most policy-relevant scienc...

  12. Concept Mapping as a Learning Tool for the Employment Relations Degree

    Science.gov (United States)

    Martinez-Canas, Ricardo; Ruiz-Palomino, Pablo

    2011-01-01

    Concept mapping is a technique to represent relationships between concepts that can help students to improve their meaningful learning. Using the cognitive theories proposed by Ausubel (1968), concept maps can help instructors and students to enhance their logical thinking and study skills by revealing connections among concepts that can simplify…

  13. The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education

    Science.gov (United States)

    Rizaki, Aikaterini; Kokkotas, Panagiotis

    2013-01-01

    The present study should be thought as a socioconstructivist teaching approach (a teaching model) for the concept of energy in primary education. It contains important and crucial aspects of the History and Philosophy of Natural Sciences, introduces the concept of energy using the macroscopic framework of thermodynamics, takes into consideration…

  14. Concepts of modern science: the textbook for undergraduate academic / under total. ed. by S.A. Lebedev. 4th ed. M.: Publisher Yurayt, 2015. 374 pp.

    Directory of Open Access Journals (Sweden)

    Nikolai I. Gubanov

    2015-11-01

    Full Text Available The article review the 4th edition of the well-proven in teaching in local high schools textbook concepts of modern education. The book is written by a group of philosophers and natural scientists of Moscow State University named after M.V. Lomonosov. Lead Author and editor of a textbook made by well-known Russian specialist in the history and philosophy of science Lebedev S.A. Textbook prepared in accordance with the relevant requirements of the Federal state educational standard of higher education. Revealed the following topics: the unity of science and the humanities, the physical picture of the world in its development, the concept of space, time and determinism, the main content of synergy, the concept of modern chemistry, biology, ecology, geography, geology, systematic approach. The content of the textbook is based on an analysis of the dynamics and the current state of natural science and its methodological and philosophical problems. The authors relied on the evaluation and interpretation of the concepts of modern science outstanding foreign and domestic scientists. In the presentation of all the above concepts in the textbook of modern science permeates thought complex, contradictory and historically volatile nature of natural science, the close relationship between the natural sciences to the needs, demands and potential of spiritual and material culture of his time.

  15. Teaching and learning grade 7 science concepts by elaborate analogies: Mainstream and East and South Asian ESL students' experiences

    Science.gov (United States)

    Kim, Judy Joo-Hyun

    This study explored the effectiveness of an instructional tool, elaborate analogy, in teaching the particle theory to both Grade 7 mainstream and East or South Asian ESL students. Ten Grade 7 science classes from five different schools in a large school district in the Greater Toronto area participated. Each of the ten classes were designated as either Group X or Y. Using a quasi-experimental counterbalanced design, Group X students were taught one science unit using the elaborate analogies, while Group Y students were taught by their teachers' usual methods of teaching. The instructional methods used for Group X and Y were interchanged for the subsequent science unit. Quantitative data were collected from 95 students (50 mainstream and 45 ESL) by means of a posttest and a follow-up test for each of the units. When the differences between mainstream and East or South Asian ESL students were analyzed, the results indicate that both groups scored higher on the posttests when they were instructed with elaborate analogies, and that the difference between the two groups was not significant. That is, the ESL students, as well as the mainstream students, benefited academically when they were instructed with the elaborate analogies. The students obtained higher inferential scores on the posttest when their teacher connected the features of less familiar and more abstract scientific concepts to the features of the familiar and easy-to-visualize concept of school dances. However, after two months, the students were unable to recall inferential content knowledge. This is perhaps due to the lack of opportunity for the students to represent and test their initial mental models. Rather than merely employing elaborate analogies, perhaps, science teachers can supplement the use of elaborate analogies with explicit guidance in helping students to represent and test the coherence of their mental models.

  16. Bricolage, métissage, hybridity, heterogeneity, diaspora: concepts for thinking science education in the 21st century

    Science.gov (United States)

    Roth, Wolff-Michael

    2008-12-01

    The ongoing globalization leads to an increasing scattering of cultural groups into other cultural groups where they the latter continue to be affiliated with one another thereby forming diasporic identities. Diasporic identities emerge from a process of cultural bricolage that leads to cultural métissage and therefore hybridity and heterogeneity. To escape the hegemonies that arise from the ontology of the same—which, as I show, undergirds much of educational thought—I ground the notion of diaspora in the ontology of difference. Difference and heterogeneity are the norm, not something less than sameness and purity. This ontology allows framing bricolage, métissage, hybridity, and heterogeneity as positive concepts for theorizing the experiences of learning science and identity not only as a consequence of cross-national migrations—Mexicans in the US, Asians and Europeans in Canada, Africans in Europe—but also the experience of native speakers who, in science classrooms, find themselves (temporarily) at home away from home. My exemplary analyses show how the very fact of cultural and linguistic differences within themselves gives rise to the possibility of symbolic violence in science classrooms even to those whose ethos is or is closest to the one at the heart of science.

  17. Between activism and science: Grassroots concepts for sustainability coined by Environmental Justice Organizations

    NARCIS (Netherlands)

    Martínez-Alier, J.; Anguelovski, I.; Bond, P.; DelBene, D.; F. Demaria (Federico); J. Gerber (Julien-François); Greyl, L.; Hass, W.; Healy, H.; Marín-Burgos, V.; Ojo, G.U.; Porto, M.; Rijnhout, L.; Rodríguez-Labajos, B.; Spangenberg, J.; Temper, L.; Warlenius, R.; I. Yánez (Ivonne)

    2014-01-01

    textabstractAbstract In their own battles and strategy meetings since the early 1980s, EJOs (environmental justice organizations) and their networks have introduced several concepts to political ecology that have also been taken up by academics and policy makers. In this paper, we explain the

  18. The Critical Concepts. Final Version: English Language Arts, Mathematics, and Science

    Science.gov (United States)

    Simms, Julia A.

    2016-01-01

    Research indicates that most standards documents articulate far more content than can be taught in the time available to K-12 teachers. In response, analysts at Marzano Research sought to identify, as objectively as possible, a focused set of critical concepts for each K-12 grade level in the content areas of English language arts (ELA),…

  19. Employing Inquiry-Based Computer Simulations and Embedded Scientist Videos To Teach Challenging Climate Change and Nature of Science Concepts

    Science.gov (United States)

    Cohen, E.

    2013-12-01

    . The students in the video group had marked improvement compared to the non-video group on questions regarding modeling as a tool for representing objects and processes of science modeling aspects as evident by multiple data sources. The findings from the dissertation have potential impacts on improving Nature of Science (NOS) concepts around modeling by efficiently embedding short authentic scientific videos that can be easily used by many educators. Compared to published assessments by the American Association for the Advancement of Science (AAAS), due to the curriculum interventions both groups scored higher than the average United States middle school student on many NOS and climate content constructs.

  20. Some geomedical problems in relation to soil science

    International Nuclear Information System (INIS)

    Laag, J.

    1988-01-01

    Geomedicine may be defined as the science dealing with the influence of ordinary environmental factors on geographical distribution of health problems in man and animals. An important group of geomedical problems is connected to nutrition. These problems may either be caused by deficiency or surplus of certain matters. Many questions concerning the pollution of nature are classified under the latter group Radioactive pollutants are regarded as important special occurrences under this group. In order to be able to solve complicated geomedical problems, knowledge is needed on the circulation processes rocks-soils-water-plants-animals-man, and waste products back to the soils. The registration of locations of different radioactive elements can give basic material for special geomedical conclusions. Many chemical reactions in which radioactive matter are involved, depend on properties of the soils. Humus and clay minerals have, generally speaking, a high capacity for the absorbtion of soluble matter, but great variations occur. The reactions of radioactive isotopes supplied from the atmosphere, depend on properties of the soil. Radioactive substances are leached relatively rapidly from a soil with low absorption capacity, and may thus be taken away from the circulation in which terrestrial plants, animals and man take part. If the substances is strongly absorbed (fixed), they can also to some extent be withdrawn from the circulation processes