Wheelus, Robin P.
The objective of this study was to investigate the importance of Agriculture Science course sequencing in high schools, as a preparatory factor for students enrolled in collegiate agriculture classes. With the variety of courses listed in the Texas Essential Knowledge and Skills (TEKS) for Agriculture Science, it has been possible for counselors,…
Ben, Camilus Bassey
The main purpose of this study is to investigate leadership among secondary school Agricultural Science teachers and their job performance in Akwa Ibom State. To achieve the aim of this study, three research hypotheses were generated to direct the study. Literature was reviewed based on the variables derived from the postulated hypotheses. Survey…
Gjerris, Mickey; Vaarst, Mette
Humans live in constant interaction with nature. That is part and parcel of being a biological creature on this planet. On one hand, humans exploit the available resources to survive, and at the same time, humans are deeply dependent on the continued capacity of nature to sustain their lives......, about 20 % of the world's coral reefs and 35 % of the mangrove areas were lost (Millennium Ecosystem Assessment 2005). In the following, the development of agricultural science will be sketched out and the role of ethics in agricultural science will be discussed. Then different views of nature that have...... shaped agriculture and the role of science in agriculture will be discussed by analyzing some of the presumptions behind the concept of ecosystem services and the way animals are viewed. Finally, the concepts of animal welfare and sustainability will be explored to show how they make vivid the connection...
Journal Camerounais des Sciences Agricoles The Cameroon Journal of Agricultural Science publishes new information on all aspects of agricultural science – agronomy, breeding, crop protection, economics, rural sociology, forestry and animal science, health and production ...
Journal Homepage Image. Global Journal of Agricultural Sciences is aimed at promoting research in all areas of Agricultural Sciences including Animal Production, Fisheries, Agronomy, Processing and Agricultural Mechanization. Related ...
Ahrens, Donald Louis
To determine the influence of high school vocational agriculture on college achievement and subsequent employment of agricultural engineering majors, data were collected from 419 graduates of Iowa State University representing the period from 1942 to 1964. The 112 graduates who had taken at least 3 or more semesters of high school vocational…
Nuclear technique is a powerful scientific tool in agricultural research, an area with fruitful achievements in China. Nuclear technique application in agriculture based on the development of related science and technology is of a high technical area, and also a meaningful aspect of non-electrical power application of nuclear technique. Nuclear Agricultural Sciences is an important component of agricultural science and technology, and has been made a lot of significant achievements, which has made remarkable contribution to the development in economy, society and ecology of China. This article reviews the achievements and present situation of Nuclear Agricultural Sciences in China briefly. For promoting its development, the author strongly suggests that Chinese government bodies should put more attention to the study on the application of nuclear technique in agriculture to make further more contributions to Chinese society and agriculture. (authors)
Alston, Julian M.; Pardey, Philip G.; Taylor, Michael J.
Technological advances developed through R&D have supplied the world with not only more food, but better food. This report looks at issues raised by this changing environment for agricultural productivity, agricultural R&D, and natural resource management.
Uganda Journal of Agricultural Sciences. The Journal publishes peer reviewed papers with the aim of sharing new developments in the agricultural and environmental sciences which include forestry, fisheries, livestock, crops, environment, biotechnology, agricultural economics, agricultural engineering. The readership of ...
Items 1 - 50 of 53 ... Global Approaches to Extension Practice (GAEP), A publication of the Department of ... resources, Soil Science, Agricultural Engineering and Food Processing. ... Journal of Applied Chemistry and Agricultural Research.
Agricultural research conducted after Fukushima Nuclear Power Plant accident. An approach integrating all of the departments and facilities in Graduate School of Agricultural and Life Sciences, the University of Tokyo
Nakanishi, Tomoko M.
After Fukushima nuclear power plant accident, more than 40 academic staffs at Graduate School of Agricultural and Life Sciences, The Univ. of Tokyo, have been conducted agricultural research integrating all of the departments and facilities. They were divided into several groups, such as grain, animal stock, fishery, trees, wild lives, etc. The agricultural research is highly related to nature itself; therefore, cooperative research gathering several kinds of researchers is needed. For example, to analyze the radioactive accumulation in rice, not only rice breeding researcher but also soil researcher, water management researcher, etc. are needed to discuss the movement or pathway of radioactive nuclides in the field. We found that the fallout was adsorbed at the surface of anything expanded and exposed to the air at the time of the accident, such as soil surface, plant leaves, tree trunks, etc. The adsorption comes stronger with time so that the radioactivity in soil does not move downward any more after several months, in spite of much rain. In the case of plants, the radioactivity still remains as dots on the surface of the tissue and it is very difficult to remove the nuclides even by washing with acids. Mushrooms were found to accumulate high radioactivity, not only the fallout from Fukushima's accident but also the fallout in 1960's after nuclear test bomb. (author)
The Agricultural and Food Science Journal of Ghana publishes papers describing research, observational or experimental and critical reviews in Agriculture and Food Science. Vol 10, No 1 (2017). DOWNLOAD FULL TEXT Open Access DOWNLOAD FULL TEXT Subscription or Fee Access. Table of Contents. Articles ...
The Journal of Agriculture and Food Sciences JAFS is a platform for scientists dealing with agriculture, food science and related technological and socioeconomic issues with focus on sub-Saharan Africa. Articles on these areas are published after critical peer review. JAFS targets researchers and policy makers.
Morgan, A. Christian; Fuhrman, Nicholas E.; King, Diana L.; Flanders, Frank B.; Rudd, Rick D.
Agricultural science programs have provided many opportunities for leadership education through classroom, supervised agricultural experience (SAE), and FFA Organization activities. Past studies have focused on leadership developed through activities such as career development events (CDE), SAE activities, FFA Organization conventions, and other…
Liu Jun; Xu Furong; Zheng Chunkai
Nuclear science and technology have been successfully applied to many subjects, nuclear agriculture being one of the most important applications. We present a general review of the applications of nuclear radiation and nuclear tracer techniques in agriculture. The development of nuclear agriculture in China is also reviewed briefly
The Uganda Journal of Agricultural Sciences (UJAS) (ISSN: 1026-0919) is a peer reviewed journal ... It should bear a background statement to originate the idea or research problem; ... Truly new procedures should be described in detail.
Williams, J.; Holmes, J.W.; Williams, B. G.; Winkworth, R.E.
This consideration of the applications of the neutron method in forestry, agriculture and environmental science, focusses on the analyses of the data which can be obtained with the neutron method and draws attention to problem situations associated with its use
Journal of Agriculture, Science and Technology. ... Development of smart controller model for dual fuel generator systems · EMAIL FULL TEXT EMAIL FULL TEXT ... Wireless transmission of metering data from a photovoltaic solar home system ...
Agricultural Policy Analysis Studies in Tanzania: A Historical and Thematic Perspective with Implications on Future Policy Research for Crop Production and Marketing · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. A.C. Isinika, G.M. Mibavu, J.J. VanSickle ...
As part of a program to increase learning and engagement in science classes 124 Victorian schools are trialing a best practice teaching model. The Science in Schools Research Project is a DEET funded project under the Science in Schools Strategy, developed in response to recent research and policy decisions at national and state levels through which literacy, numeracy and science have been identified as key priorities for learning. This major science research project aims to identify, develop and trial best practice in Science teaching and learning. The Department will then be able to provide clear advice to Victoria's schools that can be adopted and sustained to: * enhance teaching and learning of Science * enhance student learning outcomes in Science at all year levels * increase student access to, and participation in Science learning from Prep through to Year 10, and hence in the VCE as well. The nature of the SiS program will be detailed with specific reference to the innovative programs in solar model cars, robotics and environmental science developed at Forest Hill College in response to this project.
Agricultural Education Magazine, 2002
Thirteen theme articles discuss integration of science and agriculture, the role of science in agricultural education, biotechnology, agriscience in Tennessee and West Virginia, agriscience and program survival, modernization of agricultural education curriculum, agriscience and service learning, and biotechnology websites. (SK)
A. D. Voskresensky
Full Text Available Out of all the departments of political sciences in Russia - the Department at MGIMO-University is probably the oldest one. In fact it is very young. While MGIMO-University is celebrating its 70th anniversary the Department of Political Sciences turns 15. Despite the fact that political analyst is a relatively new profession in Russia, it acquired a legal standing only in the 1990s, the political science school at MGIMO-University is almost as old as the university itself. Unlike many other universities, focused on the training teachers of political science or campaign managers MGIMO-University has developed its own unique political science school of "full cycle", where students grow into political sciences from a zero level up to the highest qualifications as teachers and researchers, and campaign managers, consultants and practitioners. The uniqueness of the school of political science at MGIMO-University allows its institutional incarnation -the Department of Political Science - to offer prospective studentsa training in a wide range of popular specialties and specializations, while ensuring a deep theoretical and practical basis of the training. Studying at MGIMO-University traditionally includes enhanced linguistic component (at least two foreign languages. For students of international relations and political science learning foreign languages is particularly important.It allows not only to communicate, but also to produce expertise and knowledge in foreign languages.
The Editors welcome critical views in Agriculture, Food Sciences and ... should be typed on single spaced A4 paper with an abstract of not more than 150 words. ... and type the abstract with single line spacing in times 10 font size and in italics.
With more than one reference to the same author, list them chronologically after the acknowledgement section but starting on a new page. ... Journal of Agriculture, Science and Technology publishes short papers (reports) emphasizing significant new concepts, methods, applications and preliminary research findings.
Li, Xian-song; Bai, Li; Zhang, Li-ming
The status quo of resource allocation of agricultural science and technology R&D (research and development)both at home and abroadï¼Œincluding the amount and function of agricultural science and technology research funds, human resources in the resources of agricultural science and technology R&D , the efficiency of resource allocation of agricultural science and technology R&D, the management system of agricultural scientific innovation and the operation status of scientific funds, is analyz...
Hua Luo; Wang Xunqing
The concept, research scopes, research progress and achievement of nuclear agricultural sciences in past several decades in China, as well as the relationship between nuclear agriculture research and eco-environmental sciences were described. The disciplinary frontier, major research fields and priority developmental fields of nuclear agriculture in eco-environmental sciences was displayed. Suggestions were made to improve and strengthen nuclear agriculture research. Those provided basic source materials and consideration for application developmental strategy of nuclear agriculture in eco-environmental sciences
African Research Review ... Instruments used were Career Decision Questionnaire, Agricultural Experience Questionnaire and ... in agriculture while poultry (β = -0.333) mostly predicted students career decision in Agricultural Science.
Tucker, Linda Bart
Science had a variety of uses at Hampton Normal and Agricultural Institute, a private, missionary school supported by northern whites and Virginia's black land grant school from 1872 to 1920. Samuel Chapman Armstrong, principal for the first twenty-five years (1868-1893), advocated not classical but scientific studies, primarily as applied science to improve lives and "civilize" blacks and Indians. Agriculture and mechanics were practiced in Hampton's industries, where students worked their way through school. They were organized for production rather than instruction, though Armstrong claimed that labor had a moral value and that practical experience was valuable learning. In contrast to works by James D. Anderson and Donald Spivey, this study stresses the pragmatic, business purposes of Hampton's industries rather than any ideological agenda. Problems with providing specialized facilities, apparatus, and teachers made it difficult for Hampton to provide rigorous, graded science instruction. Students learned of practical applications of science in agricultural lectures and in such classes as physiology. However, the curriculum was designed for teacher training, using broad, elementary science for general knowledge, to train minds, and to make adult remedial language lessons more effective. Not surprisingly, very few graduates pursued careers which required more than general science studies. Besides the utilitarian and disciplinary purposes, Hampton used science to discourage superstitious ideas in religion. Armstrong also argued for racially distinctive education for blacks and Indians on the basis of scientific ideas about cultural evolution and inheritance of the experience of past generations. In practice, however, Hampton teachers adapted mainstream tools and methods of instruction. Not all teachers shared Armstrong's racial views, and several demonstrated concern for students, confidence in their ability, and professional interest in advancing them as
The Journal of Agriculture, Forestry and the Social Sciences generally aims to foster progressive partnerships between different stake holders towards sustainable Agriculture. Papers in Animal husbandry, Fisheries, wild life, crop and Soil Science, agricultural economics, Extension, Forestry, environment and papers with a ...
Agro-Science Journal of Tropical Agriculture, Food, Environment and Extension. Volume 12 Number 3 ... agricultural field one could maintain a high level of soil fertility. ..... Journal of Applied Biosciences. 7: 202-206. ... International Journal of.
Sep 3, 2009 ... Agro-Science Journal of Tropical Agriculture, Food, Environment and Extension. Volume 8 ... 3 International Institute of Tropical Agriculture, High Rainfall Station,. Onne, Rivers State ...... Biosciences proceedings. 6: 444-454.
Henry, Kesha A.; Talbert, Brian Allen; Morris, Pamala V.
Urban school districts are viable recruitment sources for higher education in agriculture and have the ability to play a significant role in efforts to increase agricultural education program numbers at the secondary level. Secondary school increases should lead to growth in agricultural college enrollments across the country. Increasing…
This study aims to assess whether the objectives of introducing agricultural education in secondary schools were realised. The whereabouts of graduates from agriculture biased schools was traced to establish their activities and determine their attitude towards the significance of secondary agricultural education in ...
The UNISWA Research Journal of Agriculture, Science and Technology is a publication of the Faculties of Agriculture, Health Sciences and Science of the University of Swaziland. It publishes results of original research or continuations of previous studies that are reproducible. Review articles, short communications and ...
The UNISWA Research Journal of Agriculture, Science and Technology is a publication of the Faculties of Agriculture, Health Sciences and Science of the University of Swaziland. It publishes results of original research or continuations of previous studies that are reproducible. Review articles, short communications and ...
Kennedy, E; Davis, C
This article reviews the history of the US Department of Agriculture School Breakfast Program (SBP) and provides a synthesis of factors influencing participation rates. Certain children are more likely to participate than others, such as those in lower grades and those from low-income households, and African American, Hispanic, and male students. A few studies in the past 25 y have examined the effectiveness of the SBP in improving the diets and nutritional status of children. The overall pattern that emerges from these studies is that the SBP contributes to improved nutrient intake in program participants. Less attention has been devoted to assessing the effects of SBP on cognitive development. Some of the evidence reviewed here suggests that the SBP significantly improves school performance and reduces absenteeism and tardiness. Future directions for research and operation of the SBP are discussed in light of the changing dietary profile of American children.
If we focus on the agricultural field, we see a kaleidoscopic picture. Agriculture includes a wide variety of economic activities, ranging from crop husbandry to cattle breeding and industrial processing of non-food products. It is often used in a broad sense to include for example forestry, aquaculture and fisheries. Agricultural sciences use methods from a wide variety of disciplines ranging from sociology to genomics. Although agricultural sciences are applied sciences there is a gamut from more fundamental studies to understand underlying processes to applied work to produce results that can be used directly in agricultural practice. (Author)
Rice, Joshua E.; Rugg, Bradley; Davis, Sharon
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…
Ji Xiaobing; Zhou Zhihong; Zhao Shoufeng
The economic effect of applied nuclear-agricultural science for 40 years in China have been summarized, analyzed and appraised. The economic regularity and features which are followed by research-development-production in the field of applied nuclear agricultural science in China are explored according to the essential characteristics of economics for input-output ratio and the itself-features of nuclear agricultural science. Some propositions for promoting the development and the economic effect of the applied nuclear-agricultural science in China are also given
Ernest, Byron L.
The lack of student achievement in science is often cited in U.S. educational reports. At the study site, low student achievement in science has been an ongoing concern for administrators. The purpose of this mixed methods study was to investigate the impact of agricultural science education on student performance in a Biology course. Vygotsky's constructivist theory and Gardner's multiple intelligences theory provided the framework for the study. The quantitative research question examined the relationship between the completion of Fundamentals of Agriculture Science and Business course and student performance in Biology I. Teacher perceptions and experiences regarding the integration of science and agricultural curriculum and traditional science curriculum were examined qualitatively. A sequential explanatory design was employed using 3 years of data collected from 486 high school students and interviews with 10 teachers. Point-biserial correlation and chi square tests revealed statistically significant relationships between whether or not students completed Fundamentals of Agriculture Science and Business and Biology I course performance, as measured by the end of course assessment and the course grade. In the qualitative sequence, typological and inductive data analyses were applied to the interview data, and themes of student impact and teacher experience emerged. Social change implications may be possible through improved science education for students in this program. Agriculture science courses may be used to facilitate learning of complex science concepts, designing teacher collaboration and professional development for teaching science in a relevant context, and resultant improved student performance in science.
This paper outlines the creation of our nuclear agricultural sciences and the development process as well as the main results for agricultural applications of nuclear technology. Nuclear agricultural sciences in China began in 1956, after 50 years of development, the collaborative research network, the academic exchange network, and the international exchange network have been formatted. These three networks comprehensively have promoted the formation and development of China nuclear agricultural sciences. Remarkable results have been achieved in the fields of radiation mutation breeding, space mutation breeding, isotope tracer technique application in agriculture, agricultural products storage and preservation of irradiation processing, irradiation sterile insect technique, low-doses of radiation to stimulate output. In addition, the concept of suggestions on the future development of China nuclear agricultural sciences, as well as the priorities of research fields are put forward. (authors)
Agro-Science Journal of Tropical Agriculture, Food, Environment and Extension. Volume 14 ... 3Department of Home Science, Nutrition and Dietetics, University of Nigeria, Nsukka,. Nigeria ..... work was found to be 25.7%. This value is higher.
Henry, Kesha Atasha
This study explored the preparation of students for higher education and careers in agriculturally-related fields at an urban charter high school. The data were collected through interviews, observations, and field notes. The data were analyzed by qualitative methodology with phenomenology as the theoretical framework. Findings indicated that administrators thought it was important to incorporate agricultural science courses into urban school curricula. They stated that agricultural science courses gave urban students a different way of looking at science and helped to enhance the science and technology focus of the school. Further, agricultural science courses helped to break urban students' stereotypes about agriculture and helped to bring in more state funding for educational programs. However they thought that it was more challenging to teach agricultural science in urban versus rural schools and they focused more on Science, Technology, Engineering, and Mathematics (STEM) related careers. The students had mixed views about higher education and careers in agriculture. This was based on their limited knowledge and stereotypes about agricultural majors and career options. The students highlighted several key reasons why they chose to enroll in agricultural science courses. This included the benefits of dual science credits and the ability to earn an associate degree upon successful completion of their program. Students also loved science and appreciated the science intensive nature of the agricultural courses. Additionally, they thought that the agricultural science courses were better than the other optional courses. The results also showed that electronic media such as radio and TV had a negative impact on students' perceptions about higher education and careers in agriculturally-related fields. Conclusions and recommendations are presented.
Johnson, Donald M.
Arkansas agriculture teachers (213 of 259 surveyed) expressed support for granting science credit for agriculture (88.8%); 65.6% supported science credit for a limited number of agriculture courses. Blanket endorsement for all certified agriculture teachers was favored by 71.5%; 56.6% preferred endorsement only for certified teachers completing an…
The objective of this study was to identify the career aspirations of agricultural science graduates from Nigerian Universities of Agriculture. A random sample of 215 graduating students of agriculture was selected using stratified random sampling method. Data were collected with the aid of a structured questionnaire and the ...
Anderson, Ryan; Williams, Robert
The researchers sought to find the Agricultural Science teachers' attitude toward five innovations (Computer-Aided Design, Record Books, E-Mail Career Development Event Registration, and World Wide Web) of information technology. The population for this study consisted of all 333 secondary Agricultural science teachers from Texas FFA Areas V and…
Martin, Michael J.; Henry, Anna
The purpose of this study was to develop a substantive theory for community development by school-based agriculture programs through grounded theory methodology. Data for the study included in-depth interviews and field observations from three school-based agriculture programs in three non-metropolitan counties across a Midwestern state. The…
1Department of Agricultural Economics and Extension Technology, School of Agriculture and ... farmers redeemed with agro-inputs under the electronic-wallet initiative of the Growth Enhancement Support ... allocative role of price following distortion created by ... the development of a private sector distribution channel.
Daluba, Noah Ekeyi
The study investigated the effect of demonstration method of teaching on students' achievement in agricultural science in secondary school in Kogi East Education Zone of Kogi State. Two research questions and one hypothesis guided the study. The study employed a quasi-experimental research design. The population for the study was 18225 senior…
Journal Home > About the Journal > Ethiopian Journal of Agricultural ... for doing the work and the major objectives of the research or investigation; it should provide ... Acknowledgments, if any, may be given in a separate section immediately ...
Agro-Science Journal of Tropical Agriculture, Food, Environment and Extension. Volume 12 ... proper financial analysis of beneficiaries' enterprises with the view to effectively ascertaining the quantum of ..... Quantitative Analysis of the Major ...
UNISWA Research Journal of Agriculture, Science and Technology. ... Effect of early and Late Feed Restriction on Compensantory Ability of Broilers ... A Comparison of the Growth and Milk Conversion Rates of Lambs and Goat Kids in Malawi ...
Toungos, M.D., Sajo, A.A. and Gungula, D.T.. (2009). Recommended fertilizer levels on. Bambara groundnut (Vigna subterranea. (L) Verde) in Yola Adamawa State,. Nigeria. Agricultural Journal 4 (1): 14 –. 21. Vietrneyer, N.D. (1986). Lesser known plants of potential use in agriculture and forestry. Science 232: 1379-1384.
Jongen, W.M.F.; Struik, P.C.; Wienk, J.F.
This paper first looks at the changes in agricultural research structures, research questions and research culture in the Netherlands. In the context of these changes, the future scope, readership and editorial policy of the Netherlands Journal of Agricultural Science are discussed.
Soliman, S.M.; Galal, Y.G.M.
Sustainable agricultural systems employ natural processes to achieve acceptable levels of productivity and food quality while minimizing adverse environmental impacts. Sustainable agriculture must, by definition, be ecologically sound, economically viable, and socially responsible. Sustainable agriculture must nurture healthy co systems and support the sustainable management of land, water and natural resources, while ensuring world food security. To be sustainable, agriculture must meet the needs of present and future generations for its products and services, while ensuring profitability, environmental health and social and economic equity. The global transition to sustainable food and agriculture will require major improvements in the efficiency of resource use, in environmental protection and in systems resilience. In Mediterrane an environments, crops are grown mainly in the semiarid and sub-humid are as. In arid and semiarid are as dry land farming, techniques are of renewed interest in the view of sustain ability. They are aimed to increase water accumulation in the soil, reduce runoff and soil evaporation losses, choose species and varieties able to make better use of rainwater, and rationalize fertilization plans, sowing dates, and weed and pest control. Fertilization plans should be based on well-defined principles of plant nutrition, soil chemistry, and chemistry of the fertilizer elements. Starting from the calculation of nutrient crop uptake (based on the actually obtainable yield), dose calculation must be corrected by considering the relation ship between the availability of the trace elements in soil and the main physical and chemical parameters of the soil (ph, organic matter content, mineralization rate, C/N, ratio of solubilization of phosphorus, active lime content, presence of antagonist ions, etc.). In the Egyptian Atomic Energy Authority, Soil and Water Research Department, nuclear techniques including radio and stable isotopes in addition to
School Science Review, 1984
Presents (1) suggestions on teaching volume and density in the elementary school; (2) ideas for teaching about floating and sinking; (3) a simple computer program on color addition; and (4) an illustration of Newton's second law of motion. (JN)
Stubbs, Eric A.; Myers, Brian E.
This multiple case study investigated the integration of science, technology, engineering, and mathematics (STEM) in three Florida high school agriculture programs. Observations, interviews, documents, and artifacts provided qualitative data that indicated the types of STEM knowledge taught. Variables of interest included student and teacher…
In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…
Yang Xuexian; Liu Tuoyuan; Ji Xiaobing
The developmental history of nuclear-agricultural sciences (NAS) in China was introduced. The proportion of NAS estimated by the sensitometric is about 1%∼3% to the agricultural sciences, 3% to the nuclear science and technology, and below 0.3% to the foundational life science, respectively. Citation indexes of NAS in China were compared with those of other scientific literatures domestic and abroad with bibliometrics. The main achievements and outcomes of NAS in China were described. In the past 25 years, the contribution of the NAS to the gross agricultural production in China was up to 250 hundred millions yuan RMB, corresponding to the ratio of 1:31 of integrated scientific investments to the output. Comparison was made between the development of NAS in China and that abroad. Present situation and the prospect of the NAS were also discussed. (1 fig.; 5 tabs.)
medicine, agricultural engineering, fishery, animal/livestock production, forestry among others. ..... implies poultry management, fishery production and cashew farming were related to ..... Manual for career decision, Self-efficacy and CDSE.
School Science Review, 1981
Presents a variety of laboratory procedures, discussions, and demonstrations including centripedal force apparatus, model ear drum, hot air balloons, air as a real substance, centering a ball, simple test tube rack, demonstration fire extinguisher, pin-hole camera, and guidelines for early primary science education (5-10 years) concepts and lesson…
Amao, S. R.; Gbadamosi, J.
To contribute to the realization of the Millennium Development Goal (MDG) by the United Nations on the promotion of gender equity, the researchers sought to empirically verify the existence or otherwise of gender inequality in the agricultural and science achievement of urban and rural, male and female students in Ogbomoso North Local Government…
Full Text Available A knowledge contribution is provided in order to understand agroecology as both a scientific discipline and a philosophical paradigm for promoting sustainability in agriculture. The peculiar character of agroecology as an applied science based on the systems paradigm is explored in the fields of research and tuition. As an organisational capability of connecting different hierarchical levels in accordance with the goal of sustainability, integration is shown as an emergent property of the evolution of agriculture as a human activity system.
The first EIROForum school was held at CERN last week. In about four days, 35 teachers from 15 countries were able to get a flavour of the science done in four of the seven organizations participating in EIROForum. This was a chance for them to feel part of top-level European scientific research. The 35 teachers participating in thefirst EIROForum school organized at CERN. Inspiring teachers to motivate students: the formula is well-known at CERN. Here, more than 20 schools for science teachers are organized every year. Some of them are attended by teachers from all over Europe, others are organized for national groups. The successful experience of CERN has served as a model to the other six international organizations that are members of EIROForum (sea box). “The title of this first common school is ‘The evolution of the Universe’”, explains Rolf Landua, head of the CERN Education group and organizer of the school. “The programme of lectures ...
QIU, Meihuan; LIN, Minxia; ZHANG, Xiaodong; ZHANG, Hongyi; WANG, Zhunian
Industrialization of tropical agricultural science and technology is an essential part of tropical agricultural technological innovation. This paper firstly analyzed development mode of industrialization of tropical agricultural science and technology in Chin and then came up with recommendations for developing industrialization of tropical agricultural science and technology.
Olatomide Waheed Olowa
Full Text Available The paper reports a study carried out on the utilisation of the Internet by agricultural science teachers in Lagos state focusing on uses, practices, and barriers. A questionnaire was developed based on literature and was administered to 300 agricultural science teachers in Lagos schools. 275 questionnaires properly completed were analyzed. Data reveal that 130 teachers are using the Internet for teaching agricultural science in classrooms as well as for various activities that enhance their professional development. Nevertheless, it was found that agricultural science teachers in Lagos State have not fully utilised the Internet because of barriers related to time factor, accessibility, and facilities. It is suggested that for the proliferation of Internet practices, there needs to be an increase in funding for technology, an introduction of computer/technology education, a provision of pedagogical training for teachers, and a provision of administrational support.
Levin, Betsy, Ed.; Hawley, Willis D., Ed.
A conference on the courts, social science, and school desegregation attempted to clarify how social science research has been used and possibly misused in school desegregation litigation. The symposium issue addressed in this book is a product of that conference. First, the judicial evolution of the law of school desegregation from Brown V. the…
Nederlof, S.; Röling, N.; Huis, van A.
The impact of agricultural research on the livelihoods of resource-poor farmers in West Africa has been disappointing. This article reports on research on agricultural research that sought to identify an alternative pathway of science that would lead to greater impact. It is based on the analysis of
Practical work facilitates the process of acquisition of basic knowledge and practical skills that prepare students for occupation in Agriculture. The West African Examination Council's policy with respect to Science Subjects stipulates that practical work should form the basis of teaching their syllabus (WAEC Syllabus, ...
Wang Zhidong; Gao Meixu
The development status and existing problems in the field of nuclear agricultural sciences (NAS) are reviewed. Including the application of nuclear technology in mutation breeding by irradiation, isotopic technique application, food irradiation and sterile insect technique, etc. China has made great achievements in the research and application of nuclear technique in agriculture from 1950s to 1990s. Due to lack of enough financial support to the basic research and reformation of science and research system in China, the development of NAS now meets its tough time. Through analyzing the difference and reasons of NAS development between China and the USA, it is recognized that the innovation in research and scientific system is important for promoting the development speed and research level of NAS. (authors)
Arundhati Kaushik; Superna Sharma; Lokendra Singh Rajput
CAB Abstracts published by CABI (Centre for Agriculture and Biosciences International) is the premier database for agricultural and allied sciences literature. The purpose of this study is to determine the extent of index coverage in CAB Abstracts and to identify the core journals in the field of agricultural and allied sciences published in China. The study depicts the trend of Chinese agricultural and allied sciences journals, which is successfully proving a gateway of the agricultural rese...
This paper comments on the importance of nuclear science experiments and demonstrations to science education in secondary schools. It claims that radiation protection is incompletly realised unless supported by some knowledge about ionizing radiations. The negative influence of the NHMRC Code of Practice on school experiments involving ionizing radiation is also outlined. The authors offer some suggestions for a new edition of the Code with a positive approach to nuclear science experiments in schools. 7 refs., 4 figs
Yunbi Xu; Jiayang Li; Jianmin Wan
The International Crop Science Congress (ICSC) is a regularly held event allowing crop scientists to integrate current knowledge into a global context and international applications. The 7th ICSC was held on August 14–19, 2016 in Beijing, China, with the theme "Crop Science: Innovation and Sustainability". As a companion production for this great congress, the nine papers collected in this special issue feature important fields of crop science in China. This editorial first briefly introduces the 7th ICSC, followed by a brief discussion of the current status of, constraints to, and innovations in Chinese agriculture and crop science. Finally, the main scientific points of the papers published in this special issue are surveyed, covering important advances in hybrid rice breeding, minor cereals, food legumes, rapeseed, crop systems, crop management, cotton, genomics-based germplasm research, and QTL mapping. In a section describing future prospects, it is indicated that China faces a full transition from traditional to modern agriculture and crop science.
Charlton, Bruce G
Educational expansion in western countries has been achieved mainly by adding years to full-time education; however, this process has probably reduced efficiency. Sooner or later, efficiency must improve, with a greater educational attainment per year. Future societies will probably wish more people to study science throughout high school (aged c. 11-19 years) and the first college degree. 'Science' may be defined as any abstract, systematic and research-based discipline: including mathematics, statistics and the natural sciences, economics, music theory, linguistics, and the conceptual or quantitative social sciences. Since formal teaching is usually necessary to learn science, science education should be regarded as the core function of high schools. One standard way to improve efficiency is the 'division of labour', with increased specialization of function. Modern schools are already specialized: teachers are specialized according to age-group taught, subject matter expertise, and administrative responsibilities. School students are stratified by age and academic aptitude. I propose a further institutional division of school function between science education, and cultural education (including education in arts, sports, ethics, social interaction and good citizenship). Existing schools might split into 'science school' and 'culture school', reflected in distinct buildings and zones, separate administrative structures, and the recruitment of differently-specialized teaching personnel. Science school would be distinguished by its focus on education in disciplines which promote abstract systematic cognition. All students would spend some part of each day (how much would depend on their aptitude and motivation) in the 'science school'; experiencing a traditional-style, didactic, disciplined and rigorous academic education. The remainder of the students' time at school would be spent in the cultural division, which would focus on broader aspects, and aim to generate
Ndirika, Maryann C.; Njoku, U. J.
This study was conducted to investigate the home influences on the academic performance of agricultural science secondary school students in Ikwuano Local Government Area of Abia State. The instrument used in data collection was a validated questionnaire structured on a two point rating scale. Simple random sampling technique was used to select…
National Science Resources Center Project for Improving Science Teaching in Elementary Schools. Appendix A. School Systems With Exemplary Elementary Science Programs. Appendix B. Elementary Science Network
Glass, Lawrence, Deer Park High School Glass, Millard, K-12 Science Supervisor Bloomfield Municipal School District Glassman, Neil, Gleason, Steve...Superientendent Vaughn Municipal Schools Knop, Ronald N., Teacher Grissom Junior High School Knox, Amie, Director of Master Teacher Program W. Wilson...Science Supervisor Pequannock Township Public Schools Mercado , Roberto, Science Coordinator Colegio Radians, Inc. Merchant, Edwin, K-12 Science
The activities of the School of Nuclear and Allied Sciences (SNAS) for the year 2015 have been reported in this document. The report covers the administrative and academic activities of various departments, namely Department of Medical Physics; Department of Nuclear Agriculture and Radiation Processing; Department of Nuclear Engineering; Department of Nuclear Sciences and Applications; and Department of Nuclear Safety and Security.
Slusher, Wendy L.; Robinson, J. Shane; Edwards, M. Craig
Non-technical, employability skills are in high demand for entry-level job-seekers. As such, this study sought to describe the perceptions of Oklahoma's animal science industry leaders as it related to the employability skills needed for entry-level employment of high school graduates who had completed coursework in Oklahoma's Agricultural, Food…
Tosun, Cemal; Genç, Murat
The purpose of this study is to identify the factors that affect the secondary school students' attitudes in science. This study was conducted using survey method. The sample of the study was 503 students from four different secondary schools in Bartin and Düzce. Data were obtained using the Survey of Factors Affecting Students' Science Attitudes…
people to that future. The double gestures continue in contemporary school reform and its sciences. ... understand their different cultural theses about cosmopolitan modes of life and the child cast out as different and ... Keywords: educational sciences; history of present; politics of schooling; reform; social inclusion/exclusion
Full Text Available In our society academic achievement is considered as a key criterion to judge one’s total potentiality and capability. Academic achievement is seen as a students’ grade point averages in many academic settings. Academic achievement has become an index of students’ future in this highly competitive world and Agricultural education is no exception. Hence it becomes necessary to find out the factors that determine better academic performance. In this context the present study had been carried out to find out the possible relationship between schooling background and academic achievement of agriculture students. The students admitted in Adhiparasakthi Agricultural College, Kalavai, Vellore between 1999 and 2009 formed the subjects of the study. Findings of the study revealed that determinants like gender, type of school and stream of education had a significant role in the academic achievement of the students. Medium of instruction in HSC did influence the academic achievement but not significantly. It was also found that students who performed well in their HSC did perform well in their undergraduate programme also. This confirms that previous educational outcomes are the most important indicators of student’s future achievement and schooling background has a significant role in academic achievement of students.
Dalley, Simon; Shepherd, Karen; Reisch, Joan
Research misconduct has become an important matter of concern in the scientific community. The extent to which such behavior occurs early in science education has received little attention. In the current study, using the web-based data collection program REDCap, we obtained responses to an anonymous and voluntary survey about science fair from 65 high school students who recently competed in the Dallas Regional Science and Engineering Fair and from 237 STEM-track, post-high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) doing research at UT Southwestern Medical Center. Of the post-high school students, 24% had competed in science fair during their high school education. Science fair experience was similar overall for the local cohort of Dallas regional students and the more diverse state/national cohort of post-high school students. Only one student out of 122 reported research misconduct, in his case making up the data. Unexpectedly, post-high school students who did not participate in science fair anticipated that carrying out science fair would be much more difficult than actually was the case, and 22% of the post-high school students anticipated that science fair participants would resort to research misconduct to overcome obstacles. No gender-based differences between students’ science fair experiences or expectations were evident. PMID:28328976
Hackenberg, Mary; And Others
This guide was developed for earth sciences and marine sciences instruction in the senior high schools of Duval County, Jacksonville, Florida. The subjects covered are: (1) Earth Science for 10th, 11th, and 12th graders; (2) Marine Biology I for 10th, 11th, and 12th graders; (3) Marine Biology II, Advanced, for 11th and 12th graders; (4) Marine…
Johnson, Gordon; Laughran, Laura; Tamppari, Ray; Thomas, Perry
Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science. This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school science teachers to utilize their university science training they must search for ways to adapt their college experiences into appropriate middle school learning experience. The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching hands-on science. The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training as a basis for teaching middle school science.
Delgado-Callisaya Pedro Ángel1
Full Text Available Ciencia Animal o Zootecnia es la ciencia que trata de la producción, transformación y comercio eficiente de animales de interés humano, en el cual se toma en cuenta criterios éticos, de sostenibilidad y equidad. La ciencia animal tiene diversas denominaciones a nivel internacional, las cuales reflejan la estructura curricular y el énfasis en la formación profesional en cada país o grupo de países como: Zootecnia en Latinoamérica (Centroamérica. Brasil, Colombia, Argentina, Perú y Bolivia. Animal Science (Ciencia animal en Norteamérica (Estados Unidos y Canadá, Australia, Asia y Reino Unido. La producción animal está basada en cuatro pilares fundamentales: la nutrición y alimentación animal, la genética y mejoramiento animal, la infraestructura adecuada y la salud animal (Buxadé 1995a. La transformación de productos y subproductos de origen animal es hasta la fecha una necesidad vital, pues sin estos insumos ningún conglomerado humano hubiera podido subsistir, porque nos proveen alimentos de alto valor biológico y nutritivo, otros dan productos para el abrigo, para el trabajo e incluso para el esparcimiento. El comercio eficiente de animales de interés humano siempre tuvo, tiene y tendrá una finalidad utilitaria, En todos los casos, su explotación mueve capitales y suministra innumerables fuente de trabajo al hombre. Las ciencias animales consideran las leyes de herencia, ecología y alimentación, influencia del medio ambiente, procesos de multiplicación, la utilización de la fisiología de la nutrición y alimentación en función de una mejor y más económica producción (Besse 1986, Buxadé 1995a.. Además del mejor criterio de utilización de los productos y subproductos utilizando la más adecuada tecnología de procesamiento de alimentos obtenidos de los animales para obtener el precio más adecuado en el mercado. Asimismo, Sean cuales fueren las técnicas de la producción animal, existen una serie de factores
Chiovitti, Anthony; Duncan, Jacinta C; Jabbar, Abdul
Engaging secondary school students with science education is crucial for a society that demands a high level of scientific literacy in order to deal with the economic and social challenges of the 21st century. Here we present how parasitology could be used to engage and promote science in secondary school students under the auspice of a 'Specialist Centre' model for science education. Copyright © 2017 Elsevier Ltd. All rights reserved.
Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates
Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates
Coleman, Clarence D.; Hathaway, Roger (Technical Monitor)
The Portsmouth Atmospheric Science School Project (PASS) Project was granted a one-year no cost extension for 2001-2002. In year three of the project, objectives and strategies were modified based on the previous year-end evaluation. The recommendations were incorporated and the program was replicated within most of the remaining elementary schools in Portsmouth, Virginia and continued in the four middle schools. The Portsmouth Atmospheric Science School Project is a partnership, which includes Norfolk State University, Cooperating Hampton Roads Organizations for Minorities in Engineering (CHROME), NASA Langley Research Center, and the City of Portsmouth, Virginia Public Schools. The project seeks to strengthen the knowledge of Portsmouth Public Schools students in the field of atmospheric sciences and enhance teacher awareness of hands on activities in the atmospheric sciences. The project specifically seeks to: 1) increase the interest and participation of elementary and middle school students in science and mathematics; 2) strengthen existing science programs; and 3) facilitate greater achievement in core subjects, which are necessary for math, science, and technical careers. Emphasis was placed on providing training activities, materials and resources for elementary students (grades 3 - 5) and middle school students (grades 6 - 8), and teachers through a CHROME club structure. The first year of the project focused on introducing elementary students to concepts and activities in atmospheric science. Year two of the project built on the first year's activities and utilizes advanced topics and activities appropriate for middle school students. During the third year of the project, in addition to the approaches used in years one and two, emphasis was placed on activities that enhanced the Virginia Standards of Learning (SOL).
The current research is a descriptive study in which a survey model was used. The research involved chemistry (n = 26), physics (n = 27), and biology (n = 29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain what teachers' think about the…
This article presents excerpts from the discussion on nuclear science and technology in food and agriculture. The discussions covered all aspects of nuclear applications in food and agriculture, namely, food preservation cultivation, animal husbandry and pest control
This paper contrasts naive beliefs about the nature of science, with science as it appears from sociological and philosophical study, feminist critique and insights from multicultural education. I draw implications from these informed views to suggest how school science might be modified to project a pragmatic view of science to its students that allows students to know science and its relationships to themselves and society in multi-faceted ways. From these perspectives, pragmatic school science is situated within a values framework that questions how we know. Pragmatic school science also requires that the naive inductivist views that permeate school science inquiry methods at present be modified to recognise that observations and inquiry are guided by prior knowledge and values; that new knowledge is tentative; that some knowledge has high status, as it has been constructed consensually over a long period; but that even high status knowledge can be challenged. For implementation of these reforms, yet still to embrace the need for some students to appropriate understanding of discipline knowledge required for advanced science education, a broad set of aims is required.
Full Text Available CAB Abstracts published by CABI (Centre for Agriculture and Biosciences International is the premier database for agricultural and allied sciences literature. The purpose of this study is to determine the extent of index coverage in CAB Abstracts and to identify the core journals in the field of agricultural and allied sciences published in China. The study depicts the trend of Chinese agricultural and allied sciences journals, which is successfully proving a gateway of the agricultural research in China to merge into the main stream of the world.
Wu, Shiuan-Huei; Ho, Chi-Tang; Nah, Sui-Lin; Chau, Chi-Fai
Hunger has been a concern for generations and has continued to plague hundreds of millions of people around the world. Although many efforts have been devoted to reduce hunger, challenges such as growing competitions for natural resources, emerging climate changes and natural disasters, poverty, illiteracy, and diseases are posing threats to food security and intensifying the hunger crisis. Concerted efforts of scientists to improve agricultural and food productivity, technology, nutrition, and education are imperative to facilitate appropriate strategies for defeating hunger and malnutrition. This paper provides some aspects of world hunger issues and summarizes the efforts and measures aimed to alleviate food problems from the food and nutritional sciences perspectives. The prospects and constraints of some implemented strategies for alleviating hunger and achieving sustainable food security are also discussed. This comprehensive information source could provide insights into the development of a complementary framework for dealing with the global hunger issue.
Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.
The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.
The Box Cello is a middle school science club which is attempting to (1) understand the cello and (2) design a low-cost starter instrument. We can support and justify this research by adding a third goal: (3) to help supply local science classes with equipment. My policy of spending one entire day each week away from the university, out in a local school is essential to this project. This schedule also permits me to conduct lessons on optics and music in the schools. And, it permits circulation of tools and equipment. A simple calculation demonstrates the great economy achieved by combining science clubs with academic year school visits. Consider the cost of letting 10,000 students in 10 middle schools each learn about and play with a pair of "upside-down" glasses for one hour. A visit to each school for three consecutive weeks would easily permit such a circulation if only 30 pairs were constructed. Assume rhetorically, that the construction of 30 pairs of glasses were to consume the entire estimated annual budget of $100,000. The cost per student would be only ten dollars! The visits, guest lectures, and equipment loans permit informal networking (including lunch) with math, science and music teachers in 10 schools. For more information, visit the http://www.utep.edu/boxcello/
Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen
This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.
The central argument of this thesis is that science and practice, as articulated in agricultural science in the Netherlands and its colonies, gradually broke apart. This process is visible in the organisation of agricultural research and education, as well as in the development of three
Goetz, B.; Riss, A.; Zethner, G.
This chapter deals with fertilization techniques, bioenergy from agriculture, environmental aspects of a common agriculture policy in the European Union, bio-agriculture, fruit farming in Austria and with environmental indicators in agriculture. In particular renewable energy sources (bio-diesel, biogas) from agriculture are studied in comparison to fossil fuels and other energy sources. (a.n.)
... 7 Agriculture 15 2010-01-01 2010-01-01 false Food and agricultural sciences areas targeted for..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS... sciences areas targeted for National Needs Graduate and Postdoctoral Fellowship Grants Program support...
Burgess, Christiana J.
Over the last several decades, forensic science---the application of science to civil and criminal legal matters---has become of increasing popularity with the public. The range of disciplines within the field is immense, offering individuals the potential for a unique career, regardless of their specific interests or expertise. In response to this growth, many organizations, both public and private, have recognized the need to create forensic science programs that strive to maintain and enhance the quality of forensic science education. Unfortunately, most of the emphasis placed on developing these materials relates to post-secondary education, and creates a significant lack of forensic science educational materials available in the U.S., especially in Oklahoma. The purpose of this project was to create a high school curriculum that provides the foundation for building a broad, yet comprehensive, overview of the field of forensic science and its associated disciplines. The overall goal was to create and provide course materials to high school teachers in order to increase their knowledge of forensic science such that they are able to teach its disciplines effectively and with accuracy. The Forensic Science Curriculum for High School Students includes sample lesson plans, PowerPoint presentations, and lab activities with step-by-step instructions.
of school science. Classrooms together with the new technological tools that are being used are places that fabricate and (re)align how young people see themselves in science and form their subjectivity in relation to society’s core values and rationalities and are embodied in primary science education...... in science classrooms. The findings suggest that digital tools used in classrooms expand not only the means of teaching and learning science but represent spaces for the emergence, negotiation and struggle of different forms of subjectivities.......It has been repeatedly argued that young people need to acquire science knowledge, skills and competencies, so that future economies can maintain social welfare, economic growth and international competitiveness. However, the attainment of understanding in science is not the only importance...
Mohammed Saleh Shenaifi
Full Text Available The primary purpose of the study was to determine the attitudes of students at the College of Agriculture toward agriculture programs and the field of agriculture in an effort to better identify, recruit, and retain students in the College of Agriculture. The population of the study was 110 students from the College of Agriculture freshmen enrolling in course 203 Ag. ext. Communication skills in 2009 and 60 students who transferred from the College of Agriculture to another College. Questionnaire was reviewed for content and face validity by a panel of experts from the department of Agricultural Extension at the College of Agriculture, King Saud University. A five-point Likert-type scale was used. Cronbach’s alpha coefficient was found to be 0.89, which indicated the internal consistency of the scale. Ninety-six of the students were from cities and do not have a farm background. Many of them indicated that they were not happy in the College of Agriculture. Only 31.18% of the respondents (53 indicated that more students should be encouraged to enroll in the College of Agriculture, whereas nearly 69 disagreed or were uncertain. The attitudes of students toward the field of Agriculture were positive. Seventy-one of respondents viewed Agriculture as a scientific area of study, nearly 66% of respondents viewed the field of Agriculture as a blend of scientific principles and agricultural practices. Significant differences at the level of 0.01 were detected, in means of students who had been enrolled in Agricultural program and those students who had not. Students who had enrolled in Agriculture program displayed different attitudes toward the field of Agriculture than did students who were in non-Agriculture program. Generally, students who were studying Agriculture programs possessed attitudes, which were supportive of Agriculture as a career field. Freshmen of the College of Agriculture viewed agriculture as being both scientific and technical. It
Connecticut Univ., Storrs. Dept. of Educational Leadership.
This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control;…
Murphrey, Theresa Pesl; Miller, Kimberly A.; Roberts, T. Grady
The purpose of this study was to establish baseline data regarding the adoption of iPods and similar technologies by agricultural science and technology teachers. The population consisted of all agricultural science and technology teachers in Texas. A sample of 310 was randomly drawn from the population. Study findings reveal that while…
Alabi, Olugbenga Omotayo
This study examined adoption of Information and Communication Technologies (ICTs) by agricultural science and extension teachers in Abuja, Nigeria. Specifically, the objectives are to: identify the background and demographic characteristics of agricultural science and extension teachers in the study area; examine the factors influencing adoption…
The present and history of Nuclear Agricultural Sciences in China were studied in order to explore its law of development. The conclusion is that the human resource was one of the key factors and the system of market economy or plan economy was not an important factor for restricting the development of nuclear agricultural sciences in China
The present and history of Nuclear Agricultural Sciences in China were studied in order to explore its law of development. The conclusion is that the human resource was one of the key factors and the system of market economy or plan economy was not an important factor for restricting the development of nuclear agricultural sciences in China. (authors)
The School of Nuclear and Allied Sciences 2014 annual report provides an overview of activities undertaken during the year. It also acknowlegdes the contributions of various departments, namely, Department of Medical Physics, Department of Nuclear Agriculture and Radiation Processing, Department of Nuclear Engineering, Department of Nuclear Sciences and Applications, Department of Nuclear Safety and Security and the Office of International Programmes. Also presented are titles of student research projects and publications of staff.
The hallmarks of the proposed school in the University of Hyderabad, Hyderabad,India, would be synergy, inclusivity and globalism. The School will use the synergy between the earth (including oceanic and atmospheric realms), space and information sciences to bridge the digital divide, and promote knowledge-driven and job-led economic development of the country. It will endeavour to (i) provide the basic science underpinnings for Space and Information Technologies, (ii) develop new methodologies for the utilization of natural resources (water, soils, sediments, minerals, biota, etc.)in ecologically-sustainable, employment-generating and economically-viable ways, (iii) mitigate the adverse consequences of natural hazards through preparedness systems,etc. The School will undertake research in the inter-disciplinary areas of earth and space sciences (e.g. climate predictability, satellite remote sensing of soil moisture) and linking integrative science with the needs of the decision makers. It will offer a two-year M.Tech. (four semesters, devoted to Theory, Tools, Applications and Dissertation, respectively ) course in Earth and Space Sciences. The Applications will initially cover eight course clusters devoted to Water Resources Management, Agriculture, Ocean studies, Energy Resources, Urban studies, Environment, Natural Hazards and Mineral Resources Management. The School will also offer a number of highly focused short-term refresher courses / supplementary courses to enable cadres to update their knowledge and skills. The graduates of the School would be able to find employment in macro-projects, such as inter-basin water transfers, and Operational crop condition assessment over large areas, etc. as well as in micro-projects, such as rainwater harvesting, and marketing of remote sensing products to stake-holders (e.g. precision agricultural advice to the farmers, using the large bandwidth of thousands of kilometres of unlit optical fibres). As the School is highly
Grady, Julie R.
The purpose of this exploratory qualitative study was to investigate the practice of scientific inquiry in two secondary biology classes and one agriculture class from different schools in different communities. The focus was on teachers' interests and intentions for the students' participation in inquiry, the voices contributing to the inquiry, and students' opportunities to confront their conceptions of the nature of science (NOS). The Partnership for Research and Education in Plants (PREP) served as the context by providing students with opportunities to design and conduct original experiments to help elucidate the function(s) of a disabled gene in Arabidopsis thaliana . Transcripts of teacher and student semi-structured interviews, field notes of classroom observations and classroom conversations, and documents (e.g., student work, teacher handouts, school websites, PREP materials) were analyzed for evidence of the practice of scientific inquiry. Teachers were interested in implementing inquiry because of potential student learning about scientific research and because PREP supports course content and is connected to a larger scientific project outside of the school. Teachers' intentions regarding the implementation of inquiry reflected the complexity of their courses and the students' previous experiences. All inquiries were student-directed. The biology students' participation more closely mirrored the practice of scientists, while the agriculture students were more involved with the procedural display of scientific inquiry. All experiences could have been enhanced from additional knowledge-centered activities regarding scientific reasoning. No activities brought explicit attention to NOS. Biology activities tended to implicitly support NOS while the agriculture class activities tended to implicitly contradict NOS. Scientists' interactions contributed to implied support of the NOS. There were missed opportunities for explicit attention to NOS in all classes
Miller, Henry I
National and international regulation of recombinant DNA-modified, or 'genetically engineered' (also referred to as 'genetically modified' or GM), organisms is unscientific and illogical, a lamentable illustration of the maxim that bad science makes bad law. Instead of regulatory scrutiny that is proportional to risk, the degree of oversight is actually inversely proportional to risk. The current approach to regulation, which captures for case-by-case review organisms to be field tested or commercialized according to the techniques used to construct them rather than their properties, flies in the face of scientific consensus. This approach has been costly in terms of economic losses and human suffering. The poorest of the poor have suffered the most because of hugely inflated development costs of genetically engineered plants and food. A model for regulation of field trials known as the 'Stanford Model' is designed to assess risks of new agricultural introductions - whether or not the organisms are genetically engineered, and independent of the genetic modification techniques employed. It offers a scientific, rational, risk-based basis for field trial regulations. Using this sort of model for regulatory review would not only better protect human health and the environment, but would also permit more expeditious development and more widespread use of new plants and seeds. Copyright © 2010 Elsevier B.V. All rights reserved.
Full Text Available This study shares the findings of a school-based Action Research project to explore how inquiry-based science practical lessons designed using the Flipped Science Inquiry@CGS classroom pedagogical model influence the way students learn scientific knowledge and also students' development of 21st century competencies, in particular, in the area of Knowledge Construction. Taking on a broader definition of the flipped classroom pedagogical model, the Flipped Science Inquiry@CGS framework adopts a structure that inverted the traditional science learning experience. Scientific knowledge is constructed through discussions with their peers, making use of their prior knowledge and their experiences while engaging in hands-on activities. Through the study, it is found that with the use of the Flipped Science Inquiry@CGS framework, learning experiences that are better aligned to the epistemology of science while developing 21st century competencies in students are created.
Bijo, B; Hoda, A; Thamaj, F
Agricultural University of Tirana (AUT) is one of 12 public Universities in Albania. There are five Faculties within AUT. The study courses in AUT except of Faculty of Veterinary Medicine, are organized in three levels. Courses of the first level offer the fundamental knowledge. The students at the end of this cycle own 180 credits and obtain a first level diploma. In the second level study courses, the students get deeper theoretical and practical knowledge and modules are spread across 120 credits. At the end of this level the students obtain a second level diploma, according to the study course. In FVM, the study courses are organized as integrated program of second level that is spread across 300 credits. The students, who have finished the first level course, may go further in "Master of First level" for a professional training, where they do obtain 60 credits. The program of third cycle includes the courses of "Master of Second level" and the programs of PhD. The course of "Master of second level" is offered to the students who have achieved a Diploma of Second Level, and the students get deeper knowledge of scientific and professional character and do obtain at least 60 credits. PhD programs have totally an academic character. The principal aspect is the research and independent scientific activity. This program can be followed by the students who have a diploma of second level, or a diploma of "Master of Second level". The PhD program is organized in four years. The first year, consists of theoretical knowledge of the students. The second year is mainly research. The third year is research, data manipulation, publications, oral presentations and the last year is compilation of PhD thesis, its presentation and defense. Here is presented newly established doctoral school at Faculty of Agriculture and Environment.
Determinants of educational achievement extend beyond the school environment to include the home environment. Both environments provide tangible and intangible resources to students that can influence science achievement. South Africa provides a context where inequalities in socio-economic status are vast, thus the ...
Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea
Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.
Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.
As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.
Ba, Harouna; Meade, Terri; Pierson, Elizabeth; Ferguson, Camille; Roy, Amanda; Williams, Hakim
Forrest County Agricultural High School (FCAHS) is located in Brooklyn, a small rural town in southern Mississippi and part of the Hattiesburg Metropolitan Statistical Area. Unlike the other schools that participated in the Cisco 21S initiative, FCAHS is not part of a larger school district. Therefore, the unit of analysis throughout this summary…
Okiror, John James; Matsiko, Biryabaho Frank; Oonyu, Joseph
School systems in Africa are short of skills that link well with rural communities, yet arguments to vocationalize curricula remain mixed and school agriculture lacks the supervised practical component. This study, conducted in eight primary (elementary) schools in Uganda, sought to compare the learning achievement of pupils taught using…
The EPA Agriculture Resource Directory offers comprehensive, easy-to-understand information about environmental stewardship on farms and ranches; commonsense, flexible approaches that are both environmentally protective and agriculturally sound.
George, Anna Ray Bayless
A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.
April Hall Barczewski
Full Text Available AGsploration: The Science of Maryland Agriculture is a 24-lesson, peer-reviewed curriculum that includes experiential hands-on activities and built-in pre-/post-evaluation tools. Lesson topics include production agriculture, the environment and nutrition with emphasis on how science relates to each topic. Student pre-/post- evaluation data reflects participation in AGsploration positively affects students’ attitudes about agriculture and science. Separate evaluations were developed to survey two groups of trained teen teachers about the curriculum immediately following their training, 1-2 years after using the curriculum and another 3-4 years post involvement. The results demonstrated that teen teachers were an effective way to disseminate the curriculum and these same teens increased their agriculture knowledge, life skills and interest in agriculture science education and careers. A similar evaluation was conducted with adult educators following a training session and another 1-2 years after actively using the curriculum. This data suggests that the curriculum is well received and valued.
Glick, Marilyn Petty
This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.
We review the current state of agricultural systems science, focusing in particular on the capabilities and limitations of agricultural systems models. We discuss the state of models relative to five different Use Cases spanning field, farm, landscape, regional, and global spatial scales and engaging questions in past, current, and future time periods. Contributions from multiple disciplines have made major advances relevant to a wide range of agricultural system model applications at various spatial and temporal scales. Although current agricultural systems models have features that are needed for the Use Cases, we found that all of them have limitations and need to be improved. We identified common limitations across all Use Cases, namely 1) a scarcity of data for developing, evaluating, and applying agricultural system models and 2) inadequate knowledge systems that effectively communicate model results to society. We argue that these limitations are greater obstacles to progress than gaps in conceptual theory or available methods for using system models. New initiatives on open data show promise for addressing the data problem, but there also needs to be a cultural change among agricultural researchers to ensure that data for addressing the range of Use Cases are available for future model improvements and applications. We conclude that multiple platforms and multiple models are needed for model applications for different purposes. The Use Cases provide a useful framework for considering capabilities and limitations of existing models and data.
It contributes to vegetation recovery after disturbances such as tree ... many regions particularly in the south eastern Nigeria. Presently, the .... temperate deciduous forest. Journal of ... Agriculture, Washington, D.C., Handbook No. 450. Steel ...
Wild vertebrate pests activities on agricultural crops at Gashaka Gumti National Park, Nigeria · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. TF Ikpa, BI Dagba, JM Akusu, 33-37 ...
Journal of Agriculture, Forestry and the Social Sciences - Vol 5, No 2 (2007) ... Marketing Of Bushmeat In Peri-Urban Areas Of Ibadan Metropolis Of Oyo State, ... Sport Fisheries Potentials Of Agbokim Waterfalls, Cross River State, Nigeria ...
Sato, Mistilina; Bartiromo, Margo; Elko, Susan
The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.
Trexler, Cary J.; Hess, Alexander J.; Hayes, Kathryn N.
Nationally, both science and agricultural education professional organizations have identified agriculture as a fundamental technology to be studied by students, with the goal of achieving an understanding of the agri-food system necessary for democratic participation. Benchmarks representing the content that K-12 children need to understand about…
Feldman, Shelley; Welsh, Rick
Issues raised by feminist epistemic critiques of social science are used to examine local (farmer-based) knowledge of agriculture and its contribution to analyses of agricultural sustainability. Focuses on the on-farm gender division of labor as critical in constituting the family farm, and elaborates how different experiences of men and women…
Phosphorus losses through tile drained systems in agricultural landscapes may be causing the persistent eutrophication problems observed in surface water. The purpose of this paper is to evaluate the state of the science in the Agricultural Policy/Environmental eXtender (APEX) model related to surf...
Mehmet C. Ayar
Full Text Available The purpose of this study was to explore the socio-cultural practices and interactions of learning science in a science classroom within the concept of communities of practice. Our qualitative data were collected through observing, taking field notes, and conducting interviews in a public science classroom during an entire school year. The study occurred in a seventh-grade classroom with a veteran physical science teacher, with more than 10 years teaching experience, and 22 students. For this article, we presented two classroom vignettes that reflect a sample of the participation, practice, and community that was observed in the science classroom on a daily basis. The first vignette illustrated a typical formula of Initiation–Response–Feedback (I-R-F that transfers knowledge to students through a teacher-led discussion with the entire class. The second vignette described a laboratory activity designed to allow students to apply or discover knowledge through practical experience, while taking responsibility for their learning through small-group work. The normative practices and routine behaviors of the science classroom are highlighted through the description of material resources, and different modes of participation accompanied by assigned roles and responsibilities. What we observed was that laboratory activities reproduced the epistemic authority of the I-R-F rather than creating collective cognitive responsibility where students have the independence to explore and create authentic science experiences.
Mcguire, Saundra Y.
The Alabama A and M University Elementary and Middle School Science Improvement Project (Project SIP) was instituted to improve the science knowledge of elementary and middle school teachers using the experimental or hands-on approach. Summer workshops were conducted during the summers of 1986, 1987, and 1988 in the areas of biology, chemistry, physics, and electricity, and magnetism. Additionally, a manual containing 43 lessons which included background information, experiments and activities for classroom and home use was provided to each teacher. During the course of the project activities, the teachers interacted with various university faculty members, scientists, and NASA staff. The administrative aspects of the program, the delivery of the services to participating teachers, and the project outcome are addressed.
Bodei, Chiara; Grossi, Roberto; Lagan?, Maria Rita; Righi, Marco
As a young discipline, Computer Science does not rely on longly tested didactic procedures. This allows the experimentation of innovative teaching methods at schools, especially in early childhood education. Our approach is based on the idea that abstracts notions should be gained as the ﬁnal result of a learning path made of concrete and touchable steps. To illustrate our methodology, we present some of the teaching projects we proposed.
de Sa, Joia; Lock, Karen
For the first time, public health, particularly obesity, is being seen as a driver of EU agricultural policy. In 2007, European Ministers of Agriculture were asked to back new proposals for school fruit and vegetable programmes as part of agricultural reforms. In 2008, the European Commission conducted an impact assessment to assess the potential impact of this new proposal on health, agricultural markets, social equality and regional cohesion. A systematic review of the effectiveness of interventions to promote fruit and/or vegetable consumption in children in schools, to inform the EC policy development process. School schemes are effective at increasing both intake and knowledge. Of the 30 studies included, 70% increased fruits and vegetables (FV) intake, with none decreasing intake. Twenty-three studies had follow-up periods >1 year and provide some evidence that FV schemes can have long-term impacts on consumption. Only one study led to both increased fruit and vegetable intake and reduction in weight. One study showed that school fruit and vegetable schemes can also help to reduce inequalities in diet. Effective school programmes have used a range of approaches and been organized in ways which vary nationally depending on differences in food supply chain and education systems. EU agriculture policy for school fruits and vegetables schemes should be an effective approach with both public health and agricultural benefits. Aiming to increase FV intake amongst a new generation of consumers, it will support a range of EU policies including obesity and health inequalities.
Full Text Available Agriculture and consumptive function of countryside (rural areas are connected which should be reflected in scientific research. In order to test relationships, we selected the topic of rural tourism (also agritourism, agrotourism, agricultural tourism considering sociological conceptualization (social sciences, sociology and methodological approaches of information sciences (bibliometrics, scientometrics in describing fields of science or scientific disciplines. We ascertained scatter of information in citation databases (Web of Science, Scopus, Google Scholar. Functionalities were evaluated, affecting search precision and recall in information retrieval. We mapped documents to Scopus subject areas as well as Web of Science (WOS research areas and subject categories, and related publications (journals. Databases do not differ substantially in mapping this topic. Social sciences (including economics or business occupy by far the most important place. The strongest concentration was found in tourism-related journals (consistent with power laws. Agriculture-related publications are rare, accounting for some 10 % of documents. Interdisciplinarity seems to be weak. Results point to poor inclusion of emerging social topics in agricultural research whereby agriculture may lose out in possible venues of future research.
Soil science, though relevant to a variety of subjects including science, geography, mathematics, social sciences and history, is typically perceived as a subgenre of agriculture. With a global need for soil scientists, and declining numbers in university soil courses, there's a growing gap between science needs and providers. One way to promote…
It is suggested that there is a need for government to develop partnership with private and non-governmental organizations for financial support specifically for rural youth agricultural programs. Keywords: Agricultural program, technology transfer, Poverty alleviation. Global Approaches to Extension Practice Vol. 2 (2) 2006: ...
The report entitled Climate Change Impacts and Adaptation : A Canadian Perspective, presents a summary of research regarding the impacts of climate change on key sectors over the past five years as it relates to Canada. This chapter on agriculture describes how climate change will affect primary agriculture production in Canada with particular focus on potential adaptation options, and vulnerability of agriculture at the farm level. Agriculture is a vital part of the Canadian economy, although only 7 per cent of Canada's land mass is used for agricultural purposes due to the limitations of climate and soils. Most parts of Canada are expected to experience warmer conditions, longer frost-free seasons and increased evapotranspiration. The impacts of these changes on agriculture will vary depending on precipitation changes, soil conditions, and land use. Northern regions may benefit from longer farming seasons, but poor soil conditions will limit the northward expansion of agricultural crops. Some of the negative impacts associated with climate change on agriculture include increased droughts, changes in pest and pathogen outbreaks, and moisture stress. In general, it is expected that the positive and negative impacts of climate change would offset each other. 74 refs., 2 tabs., 1 fig
Soliva, Montserrat; Bernat, Carles; Gil, Emilio; Martinez, Xavier; Pujol, Miquel; Sabate, Josep; Valero, Jordi
Purpose: The purpose of this paper is to describe the experience of the Agriculture Engineering School of Barcelona (ESAB), where undergraduate students were involved in field research experiments on organic waste use in agricultural systems. Design/methodology/approach: The paper outlines how the formation of professionals oriented to work for…
Caracteristicas de los Estudiantes de Ciencias Agricolas y de Economia Domestica de la Universidad de Puerto Rico (Characteristics of the Agricultural Science and Home Economics Students of the University of Puerto Rico). Publicacion 135.
Lube, Edna Droz; Calero, Reinaldo
As part of a U.S. Department of Agriculture research project on young adults, a questionnaire was distributed in the fall of 1977 to all agriculture science and home economics students at the University of Puerto Rico in order to determine their personal and parental backgrounds; work, college, and high school experiences; life goals and attitudes…
Department of Agricultural Extension and Rural Development, ... frequency counts, Percentage and Pearson Product moment correlation. ... concluded that greater number of women crop farmers in the study area use indigenous coping ... Research findings have shown that ... Most studies assessing the potential effects.
Agricultural Policy Analysis Studies in Tanzania: A Historical and Thematic Perspective with Implications on Future Policy Research for Crop Production and Marketing · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. A.C. Isinika, G.M. Mibavu, J.J. VanSickle ...
Agricultural drought analysis for sustainable smallholder maize production in semi-arid areas: a case study of the Lower Moshi Irrigation Scheme, Tanzania · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. Patrick Bell, Didas Kimaro, Rattan Lal ...
Herbert, Sandra; Xu, Lihua; Kelly, Leissa
Science education starts at primary school. Yet, recent research shows primary school teachers lack confidence and competence in teaching science (Prinsley & Johnston, 2015). A Victorian state government science specialist initiative responded to this concern by providing professional learning programs to schools across Victoria. Drawing on…
The Imperial Instituto Fluminense de Cultura (Fluminense Imperial Institute of Agriculture) encouraged debate with a view to eradicating the blight that devastated sugar cane plantations in the State of Bahia. Rural landowners, government officials and men of science participated in the discussions. The article presents the context of the sciences applied to agriculture, especially agricultural chemistry and the repercussions of the 'discoveries' of Justus Liebig in Brazil. The debate at the Imperial Instituto about the sugar cane blight was analyzed, together with the ideas espoused there and the characters involved in the issue. The procedures and solutions presented are studied, as well as the formation of knowledge networks around the agricultural sciences, which was in the process of institutionalization at the time.
Hess, Alexander Jay
Science and agriculture professional organizations have argued for agricultural literacy as a goal for K-12 public education. Due to the complexity of our modern agri-food system, with social, economic, and environmental concerns embedded, an agriculturally literate society is needed for informed decision making, democratic participation, and system reform. While grade-span specific benchmarks for gauging agri-food system literacy have been developed, little attention has been paid to existing ideas individuals hold about the agri-food system, how these existing ideas relate to benchmarks, how experience shapes such ideas, or how ideas change overtime. Developing a body of knowledge on students' agri-food system understandings as they develop across K-12 grades can ground efforts seeking to promote a learning progression toward agricultural literacy. This study compares existing perceptions held by 18 upper elementary students from a large urban center in California to agri-food system literacy benchmarks and examines the perceptions against student background and experiences. Data were collected via semi-structured interviews and analyzed using the constant comparative method. Constructivist theoretical perspectives framed the study. No student had ever grown their own food, raised a plant, or cared for an animal. Participation in school fieldtrips to farms or visits to a relative's garden were agricultural experiences most frequently mentioned. Students were able to identify common food items, but could not elaborate on their origins, especially those that were highly processed. Students' understanding of post-production activities (i.e. food processing, manufacturing, or food marketing) was not apparent. Students' understanding of farms reflected a 1900's subsistence farming operation commonly found in a literature written for the primary grades. Students were unaware that plants and animals were selected for production based on desired genetic traits. Obtaining
Bonnema, A.B.; Lin, Z.; Qu, L.; Jacobsen, E.
Scientific co-operation between the Chinese Academy of Agricultural Sciences (CAAS) and Wageningen University (WU) has been underway since 1990, especially in the field of plant sciences. In 2001, CAAS and WU initiated a formal joint PhD training programme to further structure their co-operation.
Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.
This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…
This article summarises ideas and developments in teaching and learning in science of relevance to "Primary Science Review" ("PSR") readers from three recent issues (309, 310, and 311) of "School Science Review" ("SSR"), the ASE journal for science education 11-19. The themes running through these are: ICT, the implications for science education…
Remolina-Millán, Aduljay; Hernández-Arroyo, Emil
The organizing committee of The International Congress of Mechanical Engineering and Agricultural Sciences – CIIMCA 2013 – are pleased to present CIIMCA-2013: the first international conference focused on subjects of materials science, mechanical engineering and renewable energy organized by Mechanical Engineering Faculty of the ''Universidad Pontificia Bolivariana'' in Bucaramanga, Colombia. This conference aims to be a place to produce discussions on whole topics of the congress, between the scientists of Colombia and the world. We strongly believe that knowledge is fundamental to the development of our countries. For that reason this multidisciplinary conference is looking forward to integrate engineering, agricultural science and nanoscience and nanotechnology to produce a synergy of this area of knowledge and to achieve scientific and technological developments. Agriculture is a very important topic for our conference; in Colombia, agricultural science needs more attention from the scientific community and the government. In the Faculty of Mechanical Engineering we are beginning to work on these issues to produce knowledge and improve the conditions in our country. The CIIMCA conference is a great opportunity to create interpersonal relationships and networks between scientists around the world. The interaction between scientists is very important in the process of the construction of knowledge. The general chairman encourages and invites you to make friends, relationships and participate strongly in the symposia and all program activities. PhD Aduljay Remolina-Millán Principal Chairman, International Mechanical Engineering and Agricultural Sciences Congress – CIIMCA Msc Emil Hernández-Arroyo Principal Chairman, International Mechanical Engineering and Agricultural Sciences Congress – CIIMCA Conferencephotograph Conferencephotograph 'Universidad Pontificia Bolivariana seccional Bucaramanga' host of the first
Hellgren, Jenny M.; Lindberg, Stina
Background: Students' motivation for science declines over the early teenage years, and students often find school science difficult and irrelevant to their everyday lives. This paper asks whether creating opportunities to connect school science to authentic science can have positive effects on student motivation. Purpose: To understand how…
Cooley, Zachary C.; Billiot, Amanda; Lee, Lucas; McKee, Jake
The main agricultural areas in South Florida are located within the fertile land surrounding Lake Okeechobee. The Atlantic Watershed monthly rainfall anomalies showed a weak but statistically significant correlation to the Oceanic Nino Index (ONI). No other watershed s anomalies showed significant correlations with ONI or the Southern Oscillation Index (SOI). During La Nina months, less sea breeze days and more disturbed days were found to occur compared to El Nino and neutral months. The increase in disturbed days can likely by attributed to the synoptic pattern during La Nina, which is known to be favorable for tropical systems to follow paths that affect South Florida. Overall, neither sea breeze rainfall patterns nor total rainfall patterns in South Florida s main agricultural areas were found to be strongly influenced by the El Nino Southern Oscillation during our study time.
'Maputo, Declaration on Agriculture and food security in. Africa'. The Declaration ... last nine (9) years of military regime and the first nine (9) years of ... For Military. (1990-1998). 2.4. 1999. 2000. 2001. 2002. 2003. 2004. 2005. 2006. 2007. 2008. 947,690.0. 701,100.0. 1,018,000.0. 1,018,200.0. 1,226,000.0. 1,377,300.00.
This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include…
Hasselquist, Laura; Herndon, Kevin; Kitchel, Tracy
This study explored first and second year agriculture teachers' job satisfaction and teacher selfefficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three…
This curriculum guide in agricultural resources is one of 10 guides developed as part of a vocational project stressing agribusiness, natural resources, and environmental protection. The scope of this guide includes eight occupational subgroups: fish, forestry, mining area restoration, outdoor recreation, soil, range, water, and wildlife. It is…
Hersey, Mark D
Though they are often seen as foils for each other, ecology and agricultural science co-evolved. With shared roots in late nineteenth-century botany, ecologists and agronomists fostered important connections during the Progressive era that have been largely overlooked despite a number of finely nuanced studies of ecology's origins. But if 'applied ecology' once effectively meant agriculture, over the course of the first decades of the twentieth century the relationship between ecology and scientific agriculture grew strained. Agriculturists narrowed their focus to increasing yields, and ecologists sought to establish their discipline as a distant theoretical science and so distanced themselves from its agricultural applications. By the end of World War I, the process of disciplinary specialization was well underway. In time, the two disciplines diverged so completely that the once vital connections between them were obscured and forgotten.
Current developments as a direct result from the (binding) Paris Agreement1, adopted at the COP 21 December 2015, seem promising since the predominant role of science, technology and innovation in achieving the SDGs. Increasing farmers’ resilience toward climate change through new approaches as
Assessing Prinary School; Second Cycle Social Science Textbooks in ... second cycle primary level social science textbooks vis-à-vis the principles of multiculturalism. ... Biases were disclosed in gender, economic and occupational roles.
This textbook teaches crucial statistical methods to answer research questions using a unique range of statistical software programs, including MINITAB and R. This textbook is developed for undergraduate students in agriculture, nursing, biology and biomedical research. Graduate students will also find it to be a useful way to refresh their statistics skills and to reference software options. The unique combination of examples is approached using MINITAB and R for their individual strengths. Subjects covered include among others data description, probability distributions, experimental design, regression analysis, randomized design and biological assay. Unlike other biostatistics textbooks, this text also includes outliers, influential observations in regression and an introduction to survival analysis. Material is taken from the author's extensive teaching and research in Africa, USA and the UK. Sample problems, references and electronic supplementary material accompany each chapter.
Foster, D.E.; Stone, C.A.
We have developed a two-week summer lecture and laboratory course that introduces hihg school students to concepts in nuclear science. The program has operated at the San Jose State University Nuclear Science Facility for two years. Experienced high school science teachers run the summer scholl, assisted by other science teachers. Students consider the program to be effective. Its popularity is shown by numerous requests for reservations and the necessity to offer multiple sections in 1997. (author)
Male science teachers were in greater numbers than female science teachers in the schools. The number of science teachers supplied from higher institutions outside the State was greater than the number supplied from higher institutions within the State The supply of science teachers did not match the demand for them in ...
An important objective in science education is the acquisition of science process skills (SPS) by the students. Therefore, science coursebooks, among the main resources of elementary science curricula, are to convey accurate SPS. This study is a qualitative study based on the content analysis of the science coursebooks used at middle schools. In…
This book gives descriptions of future technology in Korea, by field : Life science, agriculture and forestry and fishery and health and medical treatment. It indicates the purpose of survey, survey system survey outline, characteristic of this survey, how to read the prediction of survey result, the result of survey with the tasks of survey object, field on important survey and development period of realizable prediction, obstacle of realization, propel ways for survey and development, policy tasks, important future technology chronological table, characteristic of respondent, the result of survey : Life science, agriculture and forestry and fishery and health and medical treatment.
Gould, A. D.; Sneider, C.; Farmer, E.; Erickson, J.
Global Systems Science (GSS), a high school integrated interdisciplinary science project based at Lawrence Hall of Science at UC Berkeley, began in the early 1990s as a single book "Planet at Risk" which was only about climate change. Federal grants enabled the project to enlist about 150 teachers to field test materials in their classes and then meeting in summer institutes to share results and effect changes. The result was a series of smaller modules dealing not only with climate change, but other related topics including energy flow, energy use, ozone, loss of biodiversity, and ecosystem change. Other relevant societal issues have also been incorporated including economics, psychology and sociology. The course has many investigations/activities for student to pursue, interviews with scientists working in specific areas of research, and historical contexts. The interconnectedness of a myriad of small and large systems became an overarching theme of the resulting course materials which are now available to teachers for free online at http://www.globalsystemsscience.org/
Alghamdi, Amani K. Hamdan; Al-Salouli, Misfer Saud
This study explored Saudi elementary school science teachers' beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female--2 of whom…
Marco-Bujosa, Lisa M.; Levy, Abigail Jurist
Elementary schools are under increasing pressure to teach science and teach it well; yet, research documents that classroom teachers must overcome numerous personal and school-based challenges to teach science effectively at this level, such as access to materials and inadequate instructional time. The elementary science specialist model…
Fitzgerald, Angela; Smith, Kathy
To help support primary school students to better understand why science matters, teachers must first be supported to teach science in ways that matter. In moving to this point, this paper identifies the dilemmas and tensions primary school teachers face in the teaching of science. The balance is then readdressed through a research-based…
This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an…
Sheppard, Keith; Robbins, Dennis M.
Chemistry became the ''central science'' not by design but by accident in the US high schools. The three important factors, which had their influence on the high school science, are sequenced and their impact on the development of US science education, are mentioned.
Edelson, Daniel C.
With the dramatic growth of environmental science as an elective in high schools over the last decade, educators have the opportunity to realistically consider the possibility of incorporating environmental science into the core high school curriculum. Environmental science has several characteristics that make it a candidate for the core…
Spillane, James P.; Diamond, John B.; Walker, Lisa J.; Halverson, Rich; Jita, Loyiso
This article explores school leadership for elementary school science teaching in an urban setting. We examine how school leaders bring resources together to enhance science instruction when there appear to be relatively few resources available for it. From our study of 13 Chicago elementary (K-8) schools' efforts to lead instructional change in mathematics, language arts, and science education, we show how resources for leading instruction are unequally distributed across subject areas. We also explore how over time leaders in one school successfully identified and activated resources for leading change in science education. The result has been a steady, although not always certain, development of science as an instructional area in the school. We argue that leading change in science education involves the identification and activation of material resources, the development of teachers' and school leaders' human capital, and the development and use of social capital.
Moore, Matthew D; Jaykus, Lee-Ann
Eukaryotic virus-bacteria interactions have recently become an emerging topic of study due to multiple significant examples related to human pathogens of clinical interest. However, such omnipresent and likely important interactions for viruses and bacteria relevant to the applied and agricultural sciences have not been reviewed or compiled. The fundamental basis of this review is that these interactions have importance and deserve more investigation, as numerous potential consequences and applications arising from their discovery are relevant to the applied sciences. The purpose of this review is to highlight and summarize eukaryotic virus-bacteria findings in the food/water, horticultural, and animal sciences. In many cases in the agricultural sciences, mechanistic understandings of the effects of virus-bacteria interactions remain unstudied, and many studies solely focus on co-infections of bacterial and viral pathogens. Given recent findings relative to human viral pathogens, further research related to virus-bacteria interactions would likely result in numerous discoveries and beneficial applications.
Bonnema, A.B.; Lin, Zhai; Qu, Liang; Jacobsen, E.
Scientific co-operation between the Chinese Academy of Agricultural Sciences (CAAS) and Wageningen University (WU) has been underway since 1990, especially in the field of plant sciences. In 2001, CAAS and WU initiated a formal joint PhD training programme to further structure their co-operation. The goals of this co-operation are to: (1) initiate long-term institutional collaboration through capacity building; (2) jointly establish a modern laboratory; (3) jointly develop a cross-cultural sc...
Mark Howden; Serena Schroeter; Steven Crimp; Ivan Hanigan
As the driest inhabited continent with a highly variable climate, Australia has had a long and evolving history of drought management in agriculture. This paper analyses the changing roles of science in the management of climate risk and uncertainty and how this may continue into the future. Initially science had a role in documenting the underlying nature of Australia׳s climate, and later broadening the understanding around the drivers of variability so as to provide useful climate forecasts...
Jan 3, 2018 ... Caribbean countries have paid limited attention to local food production, ... local produce comprises less than 10% of school meals, with local ... of fresh fruit and vegetables, and new sources of year-round forage for sheep and goats. ... than 100% compared to imported materials, while reducing the cost of ...
Since the beginning of the twentieth century statistics has reshaped the experimental cultures of agricultural research taking part in the subtle dialectic between the epistemic and the material that is proper to experimental systems. This transformation has become especially relevant in field trials and the paper will examine the British agricultural institution, Rothamsted Experimental Station, where statistical methods nowadays popular in the planning and analysis of field experiments were developed in the 1920s. At Rothamsted statistics promoted randomisation over systematic arrangements, factorisation over one-question trials, and emphasised the importance of the experimental error in assessing field trials. These changes in methodology transformed also the material culture of agricultural science, and a new body, the Field Plots Committee, was created to manage the field research of the agricultural institution. Although successful, the vision of field experimentation proposed by the Rothamsted statisticians was not unproblematic. Experimental scientists closely linked to the farming community questioned it in favour of a field research that could be more easily understood by farmers. The clash between the two agendas reveals how the role attributed to statistics in field experimentation defined different pursuits of agricultural research, alternately conceived of as a scientists' science or as a farmers' science.
Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.
Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the…
Full Text Available This article discusses a National 4-H Science agricultural biotechnology demonstration project and the impact of the pilot programs on the teenage leaders and teachers. A total of 82 teenagers were extensively trained, who in turn, engaged 620 youth participants with agricultural biotechnology education in afterschool and summer programs in five states. This article details the national and state level trainings for these teen teachers as well as the content rich partners from agribusinesses, agricultural commodity groups, and universities who supported their involvement. The impact on the content knowledge, science process and life skills, and program development and implementation skills of the teen leaders and teachers was evaluated using multiple instruments over multiple administrations (pre-training, post-training, and post-teaching. Results indicate significant gains in most areas assessed. Project recommendations and future plans are also discussed.
Wingenbach, Gary J.; White, Judith McIntosh; Degenhart, Shannon; Pannkuk, Tim; Kujawski, Jenna
Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…
Foutz, Tim; Navarro, Maria; Hill, Roger B.; Thompson, Sidney A.; Miller, Kathy; Riddleberger, Deborah
An outcome of a 1998 forum sponsored by the National Research Council was a recognition that topics related to food production and agriculture are excellent mechanisms for integrating science topics taught in the K-12 education system and for providing many avenues for inquiry based and project based learning. The engineering design process is…
Rice, Amber H.; Kitchel, Tracy
This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…
Devendra Amatya; Wayne Skaggs; Carl Trettin
For more than a century, agricultural and biological engineers have provided major advances in science, engineering, and technology to increase food and fiber production to meet the demands of a rapidly growing global population. The land base for these technological advances has originated largely from forested lands, which have experienced dramatic declines over the...
The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English-language learners. This article identifies some of the linguistic challenges involved in reading middle-school science texts and suggests several teaching strategies to help students cope with these challenges. It is argued that explicit attention to the unique language of school science should be an integral part of science literacy pedagogy.
Yu, W. S.; Luo, C. S.; Wei, Q. F.; Zheng, Y. M.; Cao, C. Z.
To deal with the “last kilometer” problem during the agricultural science and technology information service, the USB flash disk “Zixuntong”, which integrated five major consulting channels, i.e., telephone consultation, mutual video, message consultation, online customer service and QQ group was developed on the bases of capital experts and date resources. Since the products have the computer and telephone USB interface and are combined with localized information resources, users can obtain useful information on any terminal without the restriction of network. Meanwhile, the cartoon appearance make it friendly and attractive to people. The USB flash disk was used to provide agricultural expert consulting services and obtained a good preliminary application achievement. Finally, we concluded the creative application of USB flash disk in agricultural consulting services and prospected the future development direction of agricultural mobile consultation.
Burns, Matthew K.
The current article comments on the importance of theoretical implications within school psychological research, and proposes that ecological theory and prevention science could provide the conceptual framework for school psychology research and practice. Articles published in "School Psychology Review" should at least discuss potential…
This article features the Science Leadership Academy, a new public partnership school in Philadelphia that incorporates core values of inquiry, research, collaboration, presentation, and reflection. Founded by the School District of Philadelphia and The Franklin Institute, SLA is one of four partnership high schools that opened in September 2006…
Mills, Thomas J.
Determined were the educational and professional backgrounds, and some aspects of the operational environment of teachers of secondary school science and mathematics (Grades 7-12) in the public and private schools of the United States during the school year 1960-61. A stratified random sampling method was used to ensure proportional representation…
VOCATIONAL AGRICULTURE TEACHER MORALE STUDY--A COMPARISON OF SELECTED FACTORS IN SCHOOLS WHERE THE MORALE OF VOCATIONAL AGRICULTURE TEACHERS IS "HIGH" WITH SCHOOLS WHERE THE MORALE OF VOCATIONAL AGRICULTURE TEACHERS IS "LOW".
BENTLEY, RALPH R.; REMPEL, AVERNO M.
A STUDY WAS UNDERTAKEN TO DETERMINE WHETHER DIFFERENCES EXISTED WITH RESPECT TO STUDENT ATTITUDE TOWARD THEIR TEACHER, FEELINGS ABOUT SCHOOL WORK PROBLEMS, AND ACADEMIC APTITUDE BETWEEN VOCATIONAL AGRICULTURE DEPARTMENTS IN WHICH TEACHER MORALE WAS HIGH AND THOSE IN WHICH TEACHER MORALE WAS LOW. THE TEACHER SAMPLE INCLUDED 21 WITH THE HIGHEST…
Kapici, Hasan Özgür; Akçay, Hakan
It is an indispensable fact that having a positive attitude towards science is one of the important factors that promotes students for studying in science. The study is a kind of national study that aims to investigate middle school students', from different regions of Turkey, attitudes toward science, scientists and science classes. The study was…
Wen Xianfang; Wang Xunqing
This paper reviewed the main achievements of nuclear agricultural sciences, analyzed its developmental gap and provided some thoughts on its future development in China. Since the research and application of nuclear agricultural sciences was initiated in 1956, it has penetrated into the main fields of agriculture and made outstanding achievements, in some fields, China keeps a leading place in the world. By the end of 2001, China obtained 625 mutant varieties and strains, accounting for 27.2% of the total number in the world. The total planting area of the mutant varieties amounted to about 9 million hectares, and brought about an annual increase of grains by 3-4 million tons, cotton by 1.5-1.8 million tons, oilseeds by 0.75 million tons, with total annual economic benefit of 3.3-4.0 billion RMB Yuan. Among the released mutant varieties, 18 were awarded the national innovation prize. China approved national hygiene standards for 6 classes of irradiated foods, and 17 national technological standards of irradiated foods. The annual amount of irradiated foods and agricultural commodities ranged from 80-100 thousand tons. In general, the application of nuclear agricultural sciences in mutation breeding, space breeding, agricultural isotope tracers, food irradiation, sterile insect technique and radiation hormesis, has made considerable advancement and gained tremendous economic, social as well as ecological benefits. As a result, the IAEA and its technical officials highly evaluated nuclear agriculture in China. In 1999, China was approved as the RCA lead country for thematic agriculture. In considering its future development, the focus should be placed on the applied basic research and the development of some key technologies, and endeavor to make some breakthroughs in the molecular mechanism of mutation breeding and space breeding, irradiation quarantine technology , isotope tracing in environmental protection, animal health and production. The general objective is
Murphrey, Theresa Pesl; Miller, Kimberly A.; Roberts, T. Grady
The purpose of this study was to describe agricultural science and technology teachers' reaction to iPod and mp3 technology use and potential use in both curricular and cocurricular activities. A total of 112 unique respondents provided written responses to open-ended questions. Study findings reveal that agricultural science and technology…
Jian , Ma
International audience; First, current situation on Network of agricultural science and technology resources is described. Then we pay much attention to the quality of service monitoring and analysis system of network resources. And finally, we come to the conclusion that the construction of Quality of service monitoring, analysis of network of agricultural science and technology resources is in great need.
Chapman, Angela; Feldman, Allan
This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students' perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed.
Dalton, Delmer; Carpenter, Bruce
Designed as a 3-week course of study in the agricultural mechanics curriculum to be taught at the junior or senior high school level, this unit on electric motors is divided into 11 major performance objectives. Each objective is subdivided into the areas of content, suggested teaching and learning activities, resources, and evaluation. Topics for…
Sinobas, Leonor Rodríguez; Sánchez Calvo, Raúl
Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of…
Wagner, David L.; Fraleigh, Douglas
Designed to serve as a framework in which high school debate students, coaches, and judges can evaluate the issues, arguments, and evidence concerning which agricultural policies best serve the United States, this booklet provides guidelines for research on the 1986-87 debate resolutions selected by the National Federation of State High School…
At present there are many socialized microblog platforms.With powerful mobility,real-time information,fragment of information dissemination,and innovation of interaction,the microblog has become a socialized interaction mode in recent years.Since microblog is very popular with students of agricultural and forestry higher vocational schools,with the rising and development of network education,the microblog as a new information platform will be used by more and more teachers in education.From the perspective of microblog,this paper studied educational reform in management courses of agricultural and forestry higher vocational schools,in the hope of providing certain reference and help for current education practice of agricultural and forestry management courses.
Fernández Prieto, Leida
This essay explores the participation of Latin America and the Caribbean in the construction and circulation of tropical agricultural science during the nineteenth century and the first half of the twentieth century. It uses the term "islands of knowledge" to underscore the idea that each producing region across the global tropics, including Latin America and the Caribbean, was instrumental in the creation, adoption, and application of scientific procedures. At the same time, it emphasizes the value of interchange and interconnection between these regions, as well as the many and heterogeneous local areas, for analyzing what it calls "global archipelago agricultural scientific knowledge." This focus challenges the traditional center/periphery hierarchy and opens it to a wider vision of science and practice in agriculture. This essay shows how writing in related areas of research--specifically, commodity histories, biological exchange studies, and knowledge exchange studies--introduces approaches and case studies that are useful for the history of tropical agricultural science. In particular, this work provides analytical frameworks for developing studies of exchanges across the Global South.
van Rooy, Wilhelmina
A sample of fourteen secondary school biology teachers chosen from twelve schools were interviewed. The purpose was to determine their views on how controversial issues in science might be handled in the secondary school science classroom and whether the issues of surrogacy and human embryo experimentation were suitable controversial issues for discussion in schools. In general, teachers indicated that controversial issues deserve a more prominent place in the science curriculum because they have the potential to foster thinking, learning, and interest in science. The issues of surrogacy and human embryo experimentation were seen as appropriate contexts for learning, provided that teachers were well informed and sensitive to both the students and to the school environment.
Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong
We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson
Lebofsky, Larry A.; Lebofsky, Nancy R.
Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are
Azizul Ghofar Candra Wicaksono
Full Text Available The purpose of this study was to explore the pattern of science motivation and nature of science (NoS and the relationship between science motivation and nature of science in middle school students located in Semarang, Central Java, Indonesia. The design of this study was survey followed by the correlation study to discover the relationship between science motivation level and nature of science comprehension. This research included 113 students as sample. The instrument used for data collection was SMQ and seven essay test from NoS indicator. This study revealed that the students had a median score of science motivation and the low score in nature of science comprehension. There were students’ science motivation and nature of science comprehension urgently need to be improved. It can be done by developing learning process and any support from school or family.
Lawson, Michael A.
A comparison of United States secondary school science teachers who mentor high quality student research and teachers who do not mentor research was conducted using a demographic survey and the Multifactor Leadership Questionnaire-Form 5X. The major demographic difference between the two groups was a significantly greater number of years of teaching experience in the research group, a factor that correlated significantly with Extra Effort in students. Research group teachers self-reported higher mean scores than non-research group teachers on the five transformational leadership scales plus the transactional scale of Contingent Reward; however, a Multivariate Analysis of Variance found no significant difference between the groups. Independent t-tests found no significant difference between the groups based upon the remaining transactional scales. The research group was found to be significantly higher on the outcome variable of Extra Effort generated by students while the non-research group rated themselves significantly higher on Satisfaction of students. Transformational leadership in teachers should be addressed by future studies as a possible method of identifying motivational teachers.
Department of Crop Physiology, University of Agricultural Sciences, GKVK, Bangalore 560 065, India; School of Ecology and Conservation, University of Agricultural Sciences, GKVK, Bangalore 560 065, India; Department of Forestry and Environmental Sciences, University of Agricultural Sciences, GKVK, Bangalore 560 ...
Smiley, Bettie Ann Pickens
For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and
During recent months, another sign of the global fragility to sustain the increasing human demand for resources has appeared with merciless cruelty. Increasing food prices, paradoxically driven to a large extent by the rapid economic growth of vast regions of the emerging world, are affecting hundreds of millions of the poorest people in Africa, Asia, and Latin America. As described in Science for Agriculture and Rural Development in Low-Income Countries, most of the poorest people in these low-income countries live in rural areas and are engaged in agriculture or related activities. Because many people in these areas are engaged in subsistence agriculture, they do not share in the added income derived from higher market prices for food.
This article outlines how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. The author applies these ideas to out-of-school learning via television, science clubs, and maker spaces, looking at research as well…
Aschbacher, Pamela R.; Ing, Marsha
Background/Context: Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective/Research Question/Focus of Study: This study explores the…
Mohamed, A. [Jackson State Univ., MS (United States). School of Science and Technology; Shepard, R.L. [Science and Engineering Alliance, Inc., Washington, DC (United States)
As part of an effort to improve the teaching of science in a four-State region (Alabama, Mississippi, Louisiana, and Texas), the Science and Engineering Alliance (SEA) initiated a series of teacher enhancement workshops in science. The workshops focus on teaching problem solving through experience gained in laboratory, field work, classroom discussions and interactions/debates, critical analysis of the literature, obtaining a greater appreciation of the application of mathematics in science, and interactions with experts in various fields of science.
In this paper I examine the formation of post-16 choices over 3 years among higher achieving students with respect to enrolment in post-compulsory science courses. Transcripts from four interviews carried out over 3 years with 72 secondary school students were qualitatively analysed. Students were found to shape their choices for science in a variety of ways across time. The situation regarding science choices hinges on far more dynamic considerations than the stereotypical image of the potential advanced science student, committed to becoming a scientist from an early age. There is an interplay of self-perception with respect to science, occupational images of working scientists, relationship with significant adults and perceptions of school science The findings are informative for science educators and for career guidance professionals who may need to take into account the complexity of young people's choices.
Frazier, Kenneth L.
Lists educational objectives, course syllabus, audiovisual materials, and bibliography for a secondary school course on the history and philosophy of science. The class consists of discussions, lectures, use of film and filmstrips, and student research papers. (KC)
deals with the perceived roles and functions of science subject ad- visors. .... social control, rather than effective management and professional development at school ..... authority, restrictions on travelling, lack of mobile units and sci- ence kits ...
Santos, Nuno; Monteiro, Mário
This book presents the proceedings of the IVth Azores International Advanced School in Space Sciences entitled "Asteroseismology and Exoplanets: Listening to the Stars and Searching for New Worlds". The school addressed the topics at the forefront of scientific research being conducted in the fields of asteroseismology and exoplanetary science, two fields of modern astrophysics that share many synergies and resources. These proceedings comprise the contributions from 18 invited lecturers, including both monographic presentations and a number of hands-on tutorials.
Gaubatz, Julie A.
Secondary school department chairs are content area specialists in their schools and are responsible for providing students with the most appropriate curricula. However, most secondary school department chairs have limited authority to institute change unilaterally (Gmelch, 1993; Hannay & Erb, 1999). To explore how these educational leaders…
Cartwright, Tina; Smith, Suzanne; Hallar, Brittan
This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…
Teng, W.; Kempler, S.; Chiu, L.; Doraiswamy, P.; Liu, Z.; Milich, L.; Tetrault, R.
Monitoring global agricultural crop conditions during the growing season and estimating potential seasonal production are critically important for market development of U.S. agricultural products and for global food security. Two major operational users of satellite remote sensing for global crop monitoring are the USDA Foreign Agricultural Service (FAS) and the U.N. World Food Programme (WFP). The primary goal of FAS is to improve foreign market access for U.S. agricultural products. The WFP uses food to meet emergency needs and to support economic and social development. Both use global agricultural decision support systems that can integrate and synthesize a variety of data sources to provide accurate and timely information on global crop conditions. The Goddard Space Flight Center Earth Sciences Distributed Active Archive Center (GES DAAC) has begun a project to provide operational solutions to FAS and WFP, by fully leveraging results from previous work, as well as from existing capabilities of the users. The GES DAAC has effectively used its recently developed prototype TRMM Online Visualization and Analysis System (TOVAS) to provide ESE data and information to the WFP for its agricultural drought monitoring efforts. This prototype system will be evolved into an Agricultural Information System (AIS), which will operationally provide ESE and other data products (e.g., rainfall, land productivity) and services, to be integrated into and thus enhance the existing GIS-based, decision support systems of FAS and WFP. Agriculture-oriented, ESE data products (e.g., MODIS-based, crop condition assessment product; TRMM derived, drought index product) will be input to a crop growth model in collaboration with the USDA Agricultural Research Service, to generate crop condition and yield prediction maps. The AIS will have the capability for remotely accessing distributed data, by being compliant with community-based interoperability standards, enabling easy access to
Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Byman, Reijo; Meisalo, Veijo
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the…
Home; Journals; Journal of Biosciences; Volume 29; Issue 4 ... Plant Biotechnology Research Center, School of Agriculture and Biology, ... D Center, School of Life Sciences, Morgan-Tan International Center for Life Sciences, Fudan University ...
Home; Journals; Journal of Biosciences; Volume 32; Issue 2 ... School of Life Sciences, Morgan-Tan International Center for Life Sciences, Fudan University, ... of China; Plant Biotechnology Research Center, School of Agriculture and Biology, ...
Curran, F. Chris
This study documents gaps in kindergarten and first-grade science achievement by family income and explores the degree to which such gaps can be accounted for by student race/ethnicity, out-of-school activities, parental education, and school fixed effects. In doing so, it expands on prior research that documents disparate rates of science…
Fitzgerald, Angela; Schneider, Katrin
Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what…
Full Text Available As the driest inhabited continent with a highly variable climate, Australia has had a long and evolving history of drought management in agriculture. This paper analyses the changing roles of science in the management of climate risk and uncertainty and how this may continue into the future. Initially science had a role in documenting the underlying nature of Australia׳s climate, and later broadening the understanding around the drivers of variability so as to provide useful climate forecasts and developing metrics to measure and compare the severity of extreme climatic events. Over time this has shifted to providing effective integrating approaches to enhance social cohesion, rural economies, environmental protection, health, and food security under drought conditions. Institutional responses initially framed drought as a natural disaster, for which State and Federal funding for farmers was distributed; however, the need for farmers to proactively manage climate risk and build adaptive capacity has resulted in climate variability being seen as a risk to be managed as part of normal practise. The formulation of a national drought policy in 1992 placed responsibility for adaptation and education in the hands of the farmers, where science played various roles, including the provision of training for strategic business planning and decision-making, methods of managing uncertainty as well as via delivery of climate data and methods to integrate this into meaningful information that is embedded into the social and institutional processes through which decisions are made. This policy continues to evolve and science inputs will evolve with this. In particular, we anticipate that ongoing and projected climate changes will impact on drought frequency and severity and will require science integrated with stakeholder input into developing climate adaptation practices and technologies and effective adoption paths particularly to deal with climate extremes
Adu-Gyamfi, Kenneth; Ampiah, Joseph Ghartey
Science education at the Basic School (Primary and Junior High School) serves as the foundation upon which higher levels of science education are pivoted. This ethnographic study sought to investigate the teaching of Integrated Science at the Junior High School (JHS) level in the classrooms of two science teachers in two schools of differing…
Sheridan, Phillip M.; Szczepankiewicz, Steven H.; Mekelburg, Christopher R.; Schwabel, Kara M.
The Canisius College Summer Science Camp is a successful and effective annual outreach program that specifically targets middle school students in an effort to increase their interest in science. Five broadly defined science topics are explored in a camp-like atmosphere filled with hands-on activities. A 2010 module focused on chemistry topics of…
Appanna, Subhashni Devi
Some Indigenous students are at risk of academic failure and science teachers have a role in salvaging these equally able students. This article firstly elucidates the research entailed in Indigenous science education in Australia and beyond. Secondly, it reviews the cultural and language barriers when learning science, faced by middle and senior…
An integrated science curriculum assists pupils to retain learnings better than to separate academic disciplines. Too frequently, science teachers teach each academic discipline as separate entities. However, there is much correlating of science with language, for example which might well be implemented in teaching and learning situations. Thus,…
Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need ... Keywords: Cognitive skills, thinking skills, questions testing skills, problem solving, teacher training, high school physical science ...
Yager, Robert E.
Offers a defense of societal issues as organizers for school science programs in response to criticisms of this thesis discussed in SE 534 649. Indicates that there appears to be no evidence that using nontraditional topics as organizers will make science more subject to manipulation and perversion. (JN)
Ritchie, Stephen M.; Mackay, Gail; Rigano, Donna L.
Given that the subject department is recognised by subject specialist teachers as the central and immediate unit of organization in secondary schools it is surprising that so little attention has been paid by researchers to the leadership dynamics within science departments. The leadership dynamics within the science departments of two…
Fluck, Andrew; Webb, Mary; Cox, Margaret; Angeli, Charoula; Malyn-Smith, Joyce; Voogt, Joke; Zagami, Jason
Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At…
Kimmel, Howard; Hirsch, Linda S.; Simon, Laurent; Burr-Alexander, Levelle; Dave, Rajesh
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…
By the end of primary school, we might expect children to be able to give a reasonable description of what science is. In their response to the question "What is science?", Eshach and Fried (2005) distinguish between conceptual and procedural knowledge and understanding. They explain that children's conceptual knowledge is developed…
Parsons, Eileen Carlton; Miles, Rhea; Petersen, Michael
Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high…
Many historians today prefer to speak of knowledge and practice rather than science and technology. Here I argue for the value of reinstating the terms science, techniques and technology as tools for a more precise analysis of governmentality and the workings of power. My tactic is to use these three categories and their articulations to highlight flows between matter and ideas in the production and reproduction of knowledge. In any society, agriculture offers a wonderfully rich case of how ideas, material goods and social relations interweave. In China agronomy was a science of state, the basis of legitimate rule. I compare different genres of agronomic treatise to highlight what officials, landowners and peasants respectively contributed to, and expected from, this charged natural knowledge. I ask how new forms of textual and graphic inscription for encoding agronomic knowledge facilitated its dissemination and ask how successful this knowledge proved when rematerialized and tested as concrete artefacts or techniques. I highlight forms of innovation in response to crisis, and outline the overlapping interpretative frameworks within which the material applications of Chinese agricultural science confirmed and extended its truth across space and time.
Matthew D. Moore
Full Text Available Eukaryotic virus–bacteria interactions have recently become an emerging topic of study due to multiple significant examples related to human pathogens of clinical interest. However, such omnipresent and likely important interactions for viruses and bacteria relevant to the applied and agricultural sciences have not been reviewed or compiled. The fundamental basis of this review is that these interactions have importance and deserve more investigation, as numerous potential consequences and applications arising from their discovery are relevant to the applied sciences. The purpose of this review is to highlight and summarize eukaryotic virus–bacteria findings in the food/water, horticultural, and animal sciences. In many cases in the agricultural sciences, mechanistic understandings of the effects of virus–bacteria interactions remain unstudied, and many studies solely focus on co-infections of bacterial and viral pathogens. Given recent findings relative to human viral pathogens, further research related to virus–bacteria interactions would likely result in numerous discoveries and beneficial applications.
Images form important data and information in biological sciences. Until recently photography was the only method to reproduce and report such data. It is difficult to quantify or treat the photographic data mathematically. Digital image processing and image analysis technology based on recent advances in microelectronics and computers circumvents these problems associated with traditional photography. WIPSA (Workshop on Applications of Image Processing in Plant Sciences and Agriculture) will feature topics on the basic aspects of computers, imaging hardware and software as well advanced aspects such as colour image processing, high performance computing, neural networks, 3-D imaging and virtual reality. Imaging done using ultrasound, thermal, x-rays and γ rays, neutron radiography and the film-less phosphor-imager technology will also be discussed. Additionally application of image processing/analysis in plant sciences, medicine and satellite imagery are discussed. Papers relevant to INIS are indexed separately
Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed.Received: 14 April 1993; Revised: 15 February 1994;
Full Text Available A dificuldade de gerenciar recursos e proporcionar melhores condições de ensino para os estudantes são algumas das deficiência das Escolas Técnicas Agrícolas (ETAs brasileiras, problemas parcialmente superados por algumas escolas que adotaram a chamada Cooperativa-Escola. Neste trabalho, procura-se discutir alguns aspectos filosóficos referentes às ETAs e como a Cooperativa-Escola pode ajudar a solucionar seus principais problemas educativos e administrativos; um estudo de caso utilizando-se a técnica de auditoria administrativa foi desenvolvido numa ETA cuja Cooperativa-Escola é considerada um modelo de bom funcionamento e alguns procedimentos foram descritos, objetivando-se estender a prática de Cooperativa-Escola para outras escolas técnicas agrícolas brasileiras.Some of the problems with the Brazilian public Agricultural Technical School systems (ETAs are related to resource management and the need to improve teaching and learning conditions. Those deficiencies were partially corrected after setting up Cooperative-Schools that allow the ETAs to raise and to administrate funds. Administrative procedures of the ETAs and how the Cooperative-School could help solving their main educational and adminsitrative problems are discussed in this research. A case study using the management audit technique was developed in one ETA with a well known Cooperative-School. Some observed procedures are described with the intention of extending the practice of Cooperative-Schools to other Brazilian Agricultural Technical Schools.
Stewart, Bob R.; McCaskey, Michael J.
These two units are designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. The first unit, on meat identification, is to be taught as part of the first year of instruction in agricultural science, while the second unit, advanced meats, was prepared for use with 11th- and 12th-grade students in…
Frisby, Craig L.; Jimerson, Shane R.
Immigration into the United States is a particularly salient topic of current contemporary educational, social, and political discussions. The school-related needs of immigrant children and youth can be well served by rigorous research and effective school psychology preservice training and preparation. This overview highlights key definitions,…
McAlinden, Mary; Noyes, Andrew
Following sustained discussion regarding the relationship between advanced mathematics and science learning in England, the government has pursued a reform agenda in which mathematics is embedded in national, high stakes A-level science qualifications and their assessments for 18-year-olds. For example, A-level Chemistry must incorporate the assessment of relevant mathematics for at least 20% of the qualification. Other sciences have different mandated percentages. This embedding policy is ru...
Oct 27, 2012 ... Science teachers‟ computer illiteracy, inadequate infrastructures, ... development is human capital- the values, attitudes, knowledge, skills, ... raises questions concerning junior secondary education's focus on the.
Salehjee, Saima; Watts, Mike
An analysis of 12 semi-structured interviews with university-based scientists and non-scientists illustrates their life journeys towards, or away from, science and the strengths and impact of life occurrences leading them to choose science or non-science professions. We have adopted narrative approaches and used Mezirow's transformative learning theory framework. The areas of discussion from the result have stressed on three main categories that include 'smooth transition', 'incremental wavering transition' and 'transformative transition'. The article concludes by discussing the key influences that shaped initial attitudes and direction in these people through natural inclination, environmental inspirations and perceptions of science.
pre-service secondary science teachers' self-efficacy beliefs with regard to gender and educational .... outcome. As a consequence, instruments for the determination of self-efficacy ...... Sex Roles: A Journal of Research, 42, 119–31. Bursal, M.
In addition to their well-known uses in physiology, biochemistry, and medicine, short-lived radioisotopes have played an important part in promoting the authors knowledge of the agricultural and environmental sciences. Numerous investigators have found that the scientific rewards justify the additional demands associated with use of short-lived radioisotopes when novel or uniquely precise results can be achieved. This is best exemplified by examining the use of 13 N. Nitrogen-13 is the longest lived radioisotope of this very important element. The 10-min half-life of 13 N has required that the agricultural or environmental test model be brought to the laboratory where the isotope is made, but this has been done successfully in numerous instances. One major incentive for this research has probably been the fact that there is no analog of the very useful 14 C tracer to study nitrogen chemistry and biology
Brandi E. JOHNSON
Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.
Brandi E. Johnson
Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.
Sep 30, 2008 ... Country needs flexible and multi-choice higher education system in Sciences .... methodologies, (6) limited options for movement between science and ..... and capabilities of their academic and other support staff on the one ...... Universities should have uninterrupted water and electric supply, .... decisions.
McDonald, Christine V.
A large body of research has drawn attention to the importance of providing engaging learning experiences in junior secondary science classes, in an attempt to attract more students into post-compulsory science courses. The reality of time and resource constraints, and the high proportion of non-specialist science teachers teaching science, has resulted in an overreliance on more transmissive pedagogical tools, such as textbooks. This study sought to evaluate the usage of junior secondary science textbooks in Australian schools. Data were collected via surveys from 486 schools teaching junior secondary (years 7-10), representing all Australian states and territories. Results indicated that most Australian schools use a science textbook in the junior secondary years, and textbooks are used in the majority of science lessons. The most highly cited reason influencing choice of textbook was layout/colour/illustrations, and electronic technologies were found to be the dominant curricula material utilised, in addition to textbooks, in junior secondary science classes. Interestingly, the majority of respondents expressed high levels of satisfaction with their textbooks, although many were keen to stress the subsidiary role of textbooks in the classroom, emphasising the textbook was `one' component of their teaching repertoire. Importantly, respondents were also keen to stress the benefits of textbooks in supporting substitute teachers, beginning teachers, and non-specialist science teachers; in addition to facilitating continuity of programming and staff support in schools with high staff turnover. Implications from this study highlight the need for high quality textbooks to support teaching and learning in Australian junior secondary science classes.
Wells, Trent; Matthews, Jennifer; Caudle, Lawrence; Lunceford, Casey; Clement, Brian; Anderson, Ryan
Demands for increases in student achievement have led education professionals to incorporate various and rigorous teaching strategies into classrooms across the United States. Within school-based agricultural education (SBAE), agriculture teachers have responded to these challenges quite well. SBAE incorporates a wide variety of teaching and…
Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.
An instructor's manual and student activity guide on seed germination are provided in this set of prevocational education materials which focuses on the vocational area of agriculture. (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home economics,…
Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.
The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.
Newsome, Demetria Lynn
Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors
This article is a response to Carolina Castano's article "Extending the purposes of science education." Drawing on personal memories of life in Bogotá, I raise questions about the nature of violence in Colombia broadly, and ask how the intervention Castano proposes changes the ecology of violence in that country. It also ponders the relationship between schools, science, and violence. In conclusion it urges that science educators follow Castano's recommendation to make science education responsive to local community needs rather than standardized visions of education.
This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.
Lilienfeld, Scott O; Ammirati, Rachel; David, Michal
Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for school psychologists. Specifically, we (a) outline basic principles of scientific thinking, (b) delineate widespread cognitive errors that can contribute to belief in pseudoscientific practices within school psychology and allied professions, (c) provide a list of 10 key warning signs of pseudoscience, illustrated by contemporary examples from school psychology and allied disciplines, and (d) offer 10 user-friendly prescriptions designed to encourage scientific thinking among school psychology practitioners and researchers. We argue that scientific thinking, although fallible, is ultimately school psychologists' best safeguard against a host of errors in thinking. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Fried, B.; Dash, H. B.
John Dewey High School's participation in NASA's MESDT and DLN projects and other partnerships provide opportunities for our diverse population, focusing particular attention to under-represented and under-served groups in the field of Space Science.
Full Text Available Africa remains an intensely agrarian continent, with two-thirds of its people directly or indirectly deriving their livelihood from agriculture. Higher agricultural education has thus emphasised production of graduates with the requisite skills to drive agricultural development. Despite these efforts, too few graduates in sub-Saharan Africa (SSA have the employable skills necessary to transition to the labour market. A similar situation is observable among agricultural science graduates, who are vital to serving rural smallholder farmers. Most Colleges of Agriculture in Africa offer field attachment internships in agriculture and related fields but they are largely designed to cater for undergraduate students and are not part of the training programs at graduate level. To ameliorate this gap, the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM, a network of 55 member universities in SSA, designed and rolled out an innovative field attachment program award (FAPA, launched in 2010, to serve graduate students. The FAPA is competitively based and designed to encourage students to follow through with the dissemination of their research and to enable them to link more closely with the communities and agencies working in the geographical area where the research was undertaken. During the period 2010–2015, five grant cycles were successfully implemented and 114 graduate students from 17 countries in SSA awarded. This article discusses the lessons learned during this period by examining two key areas: (1 the application process and implementation of the awards; and (2 the reported outcomes and challenges for grantees. Establishing the award has generated key technical and implementation lessons that the network and individual universities have been able to use to improve and institutionalise processes. Grantees have reported gaining a range of cross-cutting skills in personal mastery, initiative leadership and innovativeness
González-Espada, Wilson; Díaz-Muñoz, Greetchen; Feliú-Mójer, Mónica; Flores-Otero, Jacqueline; Fortis-Santiago, Yaihara; Guerrero-Medina, Giovanna; López-Casillas, Marcos; Colón-Ramos, Daniel A; Fernández-Repollet, Emma
Ciencia Puerto Rico, a non-profit organization dedicated to promoting science, research and scientific education among Latinos, organized an educational symposium to provide college science majors the tools, opportunities and advice to pursue graduate degrees and succeed in the STEM disciplines. In this article we share our experiences and lessons learned, for others interested in developing large-scale events to recruit underrepresented minorities to STEM and in evaluating the effectiveness of these efforts.
Ahrenkiel, Linda; Worm-Leonhard, Martin
In this article, we present details of a one-week interdisciplinary science camp for high school students in Denmark, "Criminal Camp". We describe the use of forensic science and simulated crimes as a common foundation for teaching the theory and practice of concepts in chemistry, physics, and medicine or biology. The main goal of the…
Oyelekan, Oloyede Solomon; Igbokwe, Emoyoke Faith; Olorundare, Adekunle Solomon
Efforts have been made to improve science teaching in secondary schools in Nigeria, yet, students continue to perform poorly in science subjects. Many innovative teaching strategies have been developed by educators and found to impact significantly on students' academic performance when utilised. Hence, this study was aimed at examining science…
As science gets squeezed in the elementary curriculum, at least two Florida districts are trying a new approach to keeping hands-on lessons a part of pupils' experiences. This article reports how Broward and Palm Beach county districts have increased the number of science specialists working in their elementary schools--teachers who, like physical…
Ahrenkiel, Linda; Worm-Leonhard, Martin
In this article, we present details of a one-week interdisciplinary science camp for high school students in Denmark, “Criminal Camp”. We describe the use of forensic science and simulated crimes as a common foundation for teaching the theory and practice of concepts in chemistry, physics...... of the subjects taught and scientific literacy in general....
Coutts, Trudi E.
This study is a transcendental phenomenological study that described the experience of students’ interest in science from elementary school through middle school grades and the identification of the factors that increase or decrease interest in science. Numerous researchers have found that interest in science changes among children and the change in interest seems to modulate student motivation, which ultimately leads to fewer children choosing not only science classes in the future but science careers. Research studies have identified numerous factors that affect student interest in science; however, this study incorporated the lived experience of the child and looked at this interest in science through the lens of the child. The study design was a collective cross-case study that was multi-site based. This study utilized a sample of children in fifth grade classes of three different elementary schools, two distinct seventh grade classes of different middle schools, and ninth grade children from one high school in the State of Illinois. The phenomenon was investigated through student interviews. The use of one-on-one semi-structured interviews limited to 45 minutes in length provided the researcher with data of each child’s description of science interest. All interviews were audio- recorded and transcribed verbatim. The data was collected and analyzed in order to identify themes, and finally checked for validity. The most significant findings of this study, and possible factors contributing to science interest in children as they progress from elementary to high school, were those findings relating to hands-on activities, the degree to which a student was challenged, the offering of new versus previously studied topics in the curriculum, the perceived relevance of the curricular materials to personal life, and the empowerment children felt when they were allowed to make choices related to their learning experiences. This study’s possible implications for
Vd Flier-Keller, E.; Carolsfeld, C.; Bullard, T.
To increase teaching of Earth science in schools, and to reflect the interdisciplinary nature and interrelatedness of science disciplines in today's world, we are exploring opportunities for linking Earth science and Biology through engaging and innovative hands-on science activities for the classroom. Through the NSERC-funded Pacific CRYSTAL project based at the University of Victoria, scientists, science educators, and teachers at all levels in the school system are collaborating to research ways of enriching the preparation of students in math and science, and improving the quality of science education from Kindergarten to Grade 12. Our primary foci are building authentic, engaging science experiences for students, and fostering teacher leadership through teacher professional development and training. Interdisciplinary science activities represent an important way of making student science experiences real, engaging and relevant, and provide opportunities to highlight Earth science related topics within other disciplines, and to expand the Earth science taught in schools. The Earth science and Biology interdisciplinary project builds on results and experiences of existing Earth science education activities, and the Seaquaria project. We are developing curriculum-linked activities and resource materials, and hosting teacher workshops, around two initial areas; soils, and marine life and the fossil record. An example activity for the latter is the hands-on examination of organisms occupying the nearshore marine environment using a saltwater aquarium and touch tank or beach fieldtrip, and relating this to a suite of marine fossils to facilitate student thinking about representation of life in the fossil record e.g. which life forms are typically preserved, and how are they preserved? Literacy activities such as fossil obituaries encourage exploration of paleoenvironments and life habits of fossil organisms. Activities and resources are being tested with teachers
Roper, Kathryn; Robinson, Ruth; Moorhouse, Ben
GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is currently sponsored by industry, NERC, The Crown Estate, and the Scottish Government. The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have little or no experience in teaching this subject. This is, in part, done through the sharing of new science research outcomes and the experiences of young researchers with school pupils to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, over 40,000 pupils will have been involved in experiential Earth science learning activities in 190 different schools (over 400 separate visits) across the length and breadth of Scotland: many of these schools are in remote and disadvantaged regions. A new GeoBus project is under development within the Department of Earth Sciences at UCL in London. A key aim of GeoBus is to incorporate new research into our workshops with the main challenge being the development of appropriate resources that incorporate the key learning aims and requirements of the science and geography curricula. GeoBus works closely with researchers, teachers and educational practitioners to tailor the research outcomes to the curricula as much as possible. Over the past four years, GeoBus has developed 17 workshops, 5 challenge events and extensive field trips and each of these activities are trialled and evaluated within the university, and adjustments are made before the activities are delivered in schools. Activities are continually reviewed and further developments are made in response to both teacher and pupil feedback. This critical reflection of the project's success and impact is important to insure a positive and significant contribution to the science learning in
Drayton, Brian; Falk, Joni K.; Stroud, Rena; Hobbs, Kathryn; Hammerman, James
There are few studies of the impact of ubiquitous computing on high school science, and the majority of studies of ubiquitous computing report only on the early stages of implementation. The present study presents data on 3 high schools with carefully elaborated ubiquitous computing systems that have gone through at least one "obsolescence cycle"…
Full text: The research and development activities of Ankara Nuclear Research Center in Agriculture and Animal Science(ANRCAA) are concentrated on the contribution of atomic energy to peace by the use of nuclear and related techniques in food, agriculture and animal science. Nuclear techniques are used in the above fields in two ways: in vitro or in vivo radio tracing the substances and processes of biological importance, and irradiation of biological materials for preservation and quality modification. Research projects are carried out by interdisciplinary studies with well equipped laboratories at the Center. The projects in progress conducted by the Center comprises nuclear-aided researches in soil fertility, plant nutrition, plant protection, improvement of field crops, improvement of horticultural plants and forest trees by mutation breeding, in vitro culture technique with mutagen treatments, use of phosphogypsum in soil amelioration, sterilization of medical supplies, wastewater treatment, animal nutrition, animal health and productivity and accreditation. The on-going projects with the above subjects will be summarized for possible collaborations
Full text:The research and development activities of Ankara Nuclear Research Center in Agriculture and Animal Science(ANRCAA) are concentrated on the contribution of atomic energy to peace by the use of nuclear and related techniques in food, agriculture and animal science. Nuclear techniques are used in the above fields in two ways: in vitro or in vivo radio tracing the substances and processes of biological importance, and irradiation of biological materials for preservation and quality modification. Research projects are carried out by interdisciplinary studies with well equipped laboratories at the Center. The projects in progress conducted by the Center comprises nuclear-aided researches in soil fertility, plant nutrition, plant protection, improvement of field crops, improvement of horticultural plants and forest trees by mutation breeding, in vitro culture technique with mutagen treatments, use of phosphogypsum in soil amelioration, sterilization of medical supplies, wastewater treatment, animal nutrition, animal health and productivity and accreditation. The on-going projects with the above subjects will be summarized for possible collaborations
Emo, Kenneth Roy
Many children are introduced to science through informal educational programs. 4-H, an educational youth program, has a history of introducing scientific practices into agriculture. The purpose of this ethnographically-driven case study is to examine how science informs the actions of children raising market animals in a 4-H project. For two years the researcher collected data on 4-H children with market animal projects. Observations, interviews, and artifacts gathered are interpreted using the framework of activity theory. This study provides evidence for how the context of an activity system influences individual actions. Rules developed by the organization guide the actions of children to incorporate physical and psychological tools of science into their project to achieve the object: producing animals of proper weight and quality to be competitive in the county fair. Children learn the necessary actions from a community of practitioners through which expertise is distributed. Children's learning is demonstrated by the way their participation in their project changes with time, from receiving assistance from others to developing expertise in which they provide assistance to others. The strength of this educational experience is how children apply specific tools of science in ways that provide meaning and relevancy to their 4-H activity.
Wood, Brennon A; Blair, Hugh T; Gray, David I; Kemp, Peter D; Kenyon, Paul R; Morris, Steve T; Sewell, Alison M
Responding to demands for transformed farming practices requires new forms of knowledge. Given their scale and complexity, agricultural problems can no longer be solved by linear transfers in which technology developed by specialists passes to farmers by way of extension intermediaries. Recent research on alternative approaches has focused on the innovation systems formed by interactions between heterogeneous actors. Rather than linear transfer, systems theory highlights network facilitation as a specialized function. This paper contributes to our understanding of such facilitation by investigating the networks in which farmers discuss science. We report findings based on the study of a pastoral farming experiment collaboratively undertaken by a group of 17 farmers and five scientists. Analysis of prior contact and alter sharing between the group's members indicates strongly tied and decentralized networks. Farmer knowledge exchanges about the experiment have been investigated using a mix of quantitative and qualitative methods. Network surveys identified who the farmers contacted for knowledge before the study began and who they had talked to about the experiment by 18 months later. Open-ended interviews collected farmer statements about their most valuable contacts and these statements have been thematically analysed. The network analysis shows that farmers talked about the experiment with 192 people, most of whom were fellow farmers. Farmers with densely tied and occupationally homogeneous contacts grew their networks more than did farmers with contacts that are loosely tied and diverse. Thematic analysis reveals three general principles: farmers value knowledge delivered by persons rather than roles, privilege farming experience, and develop knowledge with empiricist rather than rationalist techniques. Taken together, these findings suggest that farmers deliberate about science in intensive and durable networks that have significant implications for theorizing
Brennon A Wood
Full Text Available Responding to demands for transformed farming practices requires new forms of knowledge. Given their scale and complexity, agricultural problems can no longer be solved by linear transfers in which technology developed by specialists passes to farmers by way of extension intermediaries. Recent research on alternative approaches has focused on the innovation systems formed by interactions between heterogeneous actors. Rather than linear transfer, systems theory highlights network facilitation as a specialized function. This paper contributes to our understanding of such facilitation by investigating the networks in which farmers discuss science. We report findings based on the study of a pastoral farming experiment collaboratively undertaken by a group of 17 farmers and five scientists. Analysis of prior contact and alter sharing between the group's members indicates strongly tied and decentralized networks. Farmer knowledge exchanges about the experiment have been investigated using a mix of quantitative and qualitative methods. Network surveys identified who the farmers contacted for knowledge before the study began and who they had talked to about the experiment by 18 months later. Open-ended interviews collected farmer statements about their most valuable contacts and these statements have been thematically analysed. The network analysis shows that farmers talked about the experiment with 192 people, most of whom were fellow farmers. Farmers with densely tied and occupationally homogeneous contacts grew their networks more than did farmers with contacts that are loosely tied and diverse. Thematic analysis reveals three general principles: farmers value knowledge delivered by persons rather than roles, privilege farming experience, and develop knowledge with empiricist rather than rationalist techniques. Taken together, these findings suggest that farmers deliberate about science in intensive and durable networks that have significant
Sherman, Ann; MacDonald, Leo
Instructional leadership is internationally recognized as being a key role for school administrators to advance in their relationships with teachers. But what happens when a principal lacks content knowledge or specific pedagogical knowledge about certain curriculum areas? How do administrators support instructional practices of teachers who teach…
Andrea L. Juan
Determinants of educational achievement extend beyond the school environment to include the home ... generation of relevant knowledge and the productive use of that knowledge to advance growth (World Bank, .... language of teaching and learning when it differs ..... students are likely to be at a disadvantage, because.
Ellis, Jonathan Richard
As a large international research laboratory, CERN feels it has a special responsibility for outreach, and has many activities directed towards schools, including organized visits, an on-site museum, hands-on experiments, a Summer intern programme for high-school teachers, lecture series and webcasts. Ongoing activities and future plans are reviewed, and some ideas stimulated by this workshop are offered concerning the relevance of CERN's experience to Asia, and the particular contribution that CERN can make as a non-school resource for science education.
system available to those passing out of the +2 level in Science stream. II) The first .... University Grants Commission, whole-heartedly supported the ... interdisciplinary curricula and stimulating teaching methods that evoke ... water or electricity supply. .... share with you for inclusiveness, there are several decisions taken by.
Kennedy, Katheryn B.
Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schon's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.
Boice, Daniel C.; Asbell, E.; Reiff, P. H.
Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. During these years, YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). High school science teachers participate in the workshop and develop space-related lessons for classroom presentation in the academic year. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.
Lewis, Amy D.
The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science--conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction--that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.
Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically
Some informal discussions among educators regarding motivation of students and academic performance have included the topic of magnet schools. The premise is that a focused theme, such as an aspect of science, positively affects student motivation and academic achievement. However, there is limited research involving magnet schools and their influence on student motivation and academic performance. This study provides empirical data for the discussion about magnet schools influence on motivation and academic ability. This study utilized path analysis in a structural equation modeling framework to simultaneously investigate the relationships between demographic exogenous independent variables, the independent variable of attending a science or technology magnet middle school, and the dependent variables of motivation to learn science and academic achievement in science. Due to the categorical nature of the variables, Bayesian statistical analysis was used to calculate the path coefficients and the standardized effects for each relationship in the model. The coefficients of determination were calculated to determine the amount of variance each path explained. Only five of 21 paths had statistical significance. Only one of the five statistically significant paths (Attended Magnet School to Motivation to Learn Science) explained a noteworthy amount (45.8%) of the variance.
The science subject advisor can play an important role in upgrading ... literature study highlighted practices in the UK and the US that are ... South Africa has recently adopted a strate- ... (North West Province) felt that a solution to their teaching problems ..... teachers, clustering of schools, practical work, cross teaching,.
Patall, Erika A.; Vasquez, Ariana C.; Steingut, Rebecca R.; Trimble, Scott S.; Pituch, Keenan A.
This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices…
Wexler, Jade; Mitchell, Marisa A.; Clancy, Erin E.; Silverman, Rebecca D.
This study reports findings from an exploration of the literacy practices of 10 high school science teachers. Based on observations of teachers' instruction, we report teachers' use of text, evidence-based vocabulary and comprehension practices, and grouping practices. Based on interviews with teachers, we also report teachers' perceptions…
Describes the purposes of the Center for Science Education at the University of Oslo as follows: to give help and advice to acting teachers; to make the staff at the university more aware of the needs and problems of the schools. Outlines the activities involved in fulfilling these purposes. (GS)
Ángel Vázquez Alonso
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.
The study investigated the effect of students' project work on secondary school science process skills acquisition in Biology. The study was carried out in Owerri North Local Government Area of Imo State. Three research questions guided the study and three null hypotheses were postulated and tested at 0.05 level of ...
Brown, Neil C. C.; Sentance, Sue; Crick, Tom; Humphreys, Simon
Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we…
This is an ethnographic study about an elementary school teacher's emotions in her science teaching and pedagogy. This study is an interdisciplinary account of emotions in teaching and draws both methodologically and theoretically from a variety of disciplines: philosophy, sociology, psychology, anthropology, cultural studies and feminist studies. The account developed here is based on my understanding of the role of one teacher's (Catherine) emotions in her classroom life for three years. I describe my approach in terms of what I call emotional genealogies of teaching; referring to an account of the events, objects, persons and their relationships that are present or absent in the realization of emotions, and the ways that these emotions are experienced in relation to the self (individual reality), the others (social interactions) and the world in general (sociopolitical context). Applied to my study, an emotional genealogy of Catherine's science teaching seeks not to trace the gradual evolution of her emotions but to record the singularity of various events that make some emotions present and others absent. My study shows how certain emotions are constructed in the science classroom and how they are transformed over the years (as mediated by values, philosophies, beliefs and so on). Catherine's emotions in science teaching is a "history of the present," a history of her emotions' "presences and absences" in her daffy interactions with her students, parents and administrators in the context of the science classroom. This work raises important questions that go beyond the meaning and interpretation of teachers' emotions: How can teachers' emotions become a legitimate topic in (science) education as well as in efforts for science curricular reform? Further, how can educational institutions (universities and schools) and elementary school science teachers themselves support their personal and professional emotional growth?
Mullinnix, Debra Lynn
An assessment of the science education programs of the last thirty years reveals traditional science courses are producing student who have negative attitudes toward science, do not compete successfully in international science and mathematics competitions, are not scientifically literate, and are not interested in pursuing higher-level science courses. When the number of intellectually-capable females that fall into this group is considered, the picture is very disturbing. Berryman (1983) and Kahle (1985) have suggested the importance of attitude both, in terms of achievement in science and intention to pursue high-level science courses. Studies of attitudes toward science reveal that the decline in attitudes during grades four through eight was much more dramatic for females than for males. There exists a need, therefore, to explore alternative methods of teaching science, particularly in the middle school, that would increase scientific literacy, improve attitudes toward science, and encourage participation in higher-level science courses of female students. Yager (1996) has suggested that science-technology-society (STS) issue instruction does make significant changes in students' attitudes toward science, stimulates growth in science process skills, and increases concept mastery. The purpose of this study was to examine the effect STS issue instruction had on the attitudes of female middle school students toward science in comparison to female middle school students who experience traditional science instruction. Another purpose was to examine the effect science-technology-society issue instruction had on the attitudes of female middle school students in comparison to male middle school students. The pretests and the posttests were analyzed to examine differences in ten domains: enjoyment of science class; usefulness of information learned in science class; usefulness of science skills; feelings about science class in general; attitudes about what took place
Yang, Guang; Badri, Masood; Al-Mazroui, Karima; Al-Rashedi, Asma; Nai, Peng
Understanding high school students' engagement in science is important for the Emirate of Abu Dhabi. Drawing on data from the ROSE Survey conducted in Abu Dhabi schools in 2013, this paper used a multi-dimensional framework to explore associations between high school students' engagement in science and a range of student psychosocial and…
This article presents findings from the School Reform and Student Diversity Study, a 4-year project to locate and analyze schools offering exemplary science and mathematics programs to middle school students with limited proficiency in English. In contrast to the vast majority of schools, the four schools described in this article give these students access to stimulating science and mathematics curricula by instructing them either in the students' primary language or in English using shelter...
Murphy, Phil; O'Neill, Ashley; Brown, Abby
Meteorology is an important branch of science that offers exciting career opportunities and yet is not usually included in school curricula. The availability of multi-rotor model aircraft (drones) offers an exciting opportunity to bring meteorology into school science.
Patrick, Jennifer Drake
The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University
Trexler, Cary J.; Meischen, Deanna
Interviews with eight preservice elementary teachers regarding benchmarks related to agricultural technology for food and fiber showed that those from rural areas had more complex understanding of the trade-offs in technology use; urban residents were more concerned with ethical dilemmas. Pesticide pollution was most understood, genetic…
Improving the quality of science teaching is one of the greatest concerns in recent science education reform efforts. Many science educators suggest that case studies of exemplary science teachers may provide guidance for these reform efforts. For this reason, the characteristics of exemplary science teaching practices have been identified in recent years. However, the literature lacks research exploring exemplary teacher beliefs about the nature of science and science pedagogy, the relationships between their beliefs and practices, or how outstanding teachers overcome difficulties in order to facilitate their students' science learning. In this study, Sam-Yu, an identified exemplary science teacher who teaches in an elementary school in Pintung, Taiwan, was the subject. An interpretative research design (Erickson, 1986) based on principles of naturalistic inquiry (Lincoln & Guba, 1985) was used. Both qualitative and quantitative methods were employed in this case study. The qualitative method involved conducting interviews with the teacher and students, observing classroom activities and analyzing the structure of the learning materials. The quantitative methods involved using the Learning Climate Inventory (LCI) (Lin, 1997) instrument to assess the learning environment of the exemplary science classroom. This study found that Sam-Yu had a blend of views on the nature of science and a varied knowledge about science pedagogy. Personal preferences, past experiences, and the national science curriculum all played important roles in the development and refinement of Sam-Yu's beliefs about science and pedagogy. Regarding his teaching practices, Sam-Yu provided the best learning experiences, as evidenced in both classroom observations and the survey results, for his students by using a variety of strategies. In addition, his classroom behaviors were highly associated with his beliefs about science and pedagogy. However, due to school-based and socio-cultural constraints
This highly multidisciplinary volume contains contributions from leading researchers in STEAM-H disciplines (Science, Technology, Engineering, Agriculture, Mathematics and Health). The volume explores new frontiers in multidisciplinary research, including: the mathematics of cardiac arrhythmia; brain research on working memory; penalized ordinal regression to classify melanoma skin samples; forecasting of time series data; dynamics of niche models; analysis of chemical moieties as anticancer agents; study of gene locus control regions; qualitative mathematical modelling; convex quadrics and group circle systems; remanufacturing planning and control; complexity reduction of functional differential equations; computation of viscous interfacial motion; and differentiation in human pluripotent stem cells. An extension of a seminar series at Virginia State University, the collection is intended to foster student interest and participation in interdisciplinary research, and to stimulate new research. The content wi...
Parker, Joyce E; Wagner, David J
The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency's educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students' critical communication, leadership skills, and experiential learning opportunities. Some of these programs include opportunities for which students can apply, while others focus on faculty applications. Opportunities faculty can apply for may support student-recruitment and student-retention techniques, curriculum development, innovative teaching methods, and institutional capacity-building programs. Overall, these programs foster a diverse workforce in agricultural science that matches the increasing diversity of the country. © 2016 J. E. Parker and D. J. Wagner. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
The purpose of this action research project was to determine the extent to which metacognitive instruction affected students' performance in the middle-grade science classroom. Conducted with four seventh grade science classes over a three-month time period, 105 students were engaged in 21 metacognitively enhanced lessons. Both quantitative and qualitative data sources were collected for this study and analyzed according to grounded theory methodology. Quantitative data came from the Jr. Metacognitive Awareness Inventory, administered as a pre-post test. Qualitative teacher-generated data was collected in a metacognitive observation protocol containing observations and reflections while student-generated data was gathered from reflective journal entries, modified rubrics, and checklists. Analysis of the data led to the assertions that metacognitive development occurred over time through systematic and varied implementation of explicit instruction. In addition, students perceived they learned best both when working collaboratively and when making multiple connections with content material. Implications for middle-grade teachers include the need for explicit instruction of metacognitive strategies, providing for instructional variation and student collaboration, and guiding students in making connections to prior learning.
Elisiane da Costa Moro
Full Text Available This paper presents the process of restructuring the science lab of a state school in Caxias do Sul, whose main objective was to create a space where teachers could develop practical and experimental activities with their students. The restructuring of the science lab this school, was only possible through the project "More and Better Students and Teachers in Science, Mathematics, Engineering and Technologies" Initiation Program in Science and Mathematics, Engineering, Creative Technologies and Letters - PICMEL sponsored jointly by the University of Caxias do Sul, the SEDUC-RS, FAPERGS and CAPES. The project was developed at school by a teacher of physics and three high school students. Through the restructuring of the science lab, practical activities were developed and workshops where students had the opportunity to be more active in the process of teaching and learning. With the development of such activities was observed that the students were more willing to learn Science and Mathematics and could relate scientific knowledge to their daily lives, giving greater meaning to their learning.
Olatoye, R. Ademola; Aanu, E. Mosunmola
This study compared locus of control, interest in school and science achievement of typical and deaf secondary school students. The study also investigated influence of students' locus of control and interest in school on general science achievement. Seventy two (72) deaf and 235 typical children were purposively selected from eight secondary…
Castle, Margaret Ann
A number of reports have raised a concern that the U.S. is not meeting the demands of 21st century skill preparation of students, teachers, and practitioners in the areas of science, technology, engineering, and mathematics (STEM). In 2005 and 2006 five reports were released indicating a need for improvement in science and mathematics education in the U.S. The reports were: Keeping America Competitive: Five Strategies To Improve Mathematics and Science Education (Coble & Allen, 2005); National Defense Education and Innovation Initiative: Meeting America's Economic and Security Challenges in the 21st Century (The Association of American Universities, 2006); Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (National Academies Press, 2007); Tapping America's Potential: The Education for Innovation Initiative (Business Roundtable Taskforce , 2005); and Waiting for Sputnik: Basic Research and Strategic Competition (Lewis, 2005). Consensus of data in these reports indicates that the U.S., as compared to other industrialized nations, does not fare very well in science achievement and STEM degree attainment. For example, on the 2003 Program for International Assessment (PISA), 15-year-old students in the U.S. ranked 28th in math and 24th in science literacy (Kuenzi, Matthews, & Mangon, 2006). Furthermore, the U.S. ranked 20th among all nations in the proportion of 24-year-olds who earned degrees in natural sciences or engineering (Kuenzi, 2008). As a result, if the U.S. is to remain scientifically and technologically competitive in the world, it is necessary to increase our efforts to incorporate scientific practices associated with science, technology, engineering, and mathematics into the science classroom. Middle school is a critical point in students' science education and it is in middle school that they begin to dislike science. Research indicates that when students learn science through inquiry their interest in and
Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael
Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think
Patonah, S.; Nuvitalia, D.; Saptaningrum, E.
The purpose of this research is to obtain the characteristic map of science material content in Junior School which can be optimized using inquiry learning model to tone the science process skill. The research method used in the form of qualitative research on SMP science curriculum document in Indonesia. Documents are reviewed on the basis of the basic competencies of each level as well as their potential to trace the skills of the science process using inquiry learning models. The review was conducted by the research team. The results obtained, science process skills in grade 7 have the potential to be trained using the model of inquiry learning by 74%, 8th grade by 83%, and grade 9 by 75%. For the dominant process skills in each chapter and each level is the observing skill. Follow-up research is used to develop instructional inquiry tools to trace the skills of the science process.
A teacher-researcher in a primary school setting surveyed the middle years' teachers of her school and those in the local science hub group, to determine their confidence and satisfaction levels in relation to teaching science. Her results confirm feelings of inadequacy and reluctance to teach Science, but also indicate ways that schools can…
Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The…
Ford, Danielle J.; Brickhouse, Nancy W.; Lottero-Perdue, Pamela; Kittleson, Julie
Although reading is a critical part of science and science learning, it is no longer a part of many children's elementary science instruction. This is of concern because girls often develop strong identities as readers, but do not develop scientific identities with ease. In this study, we investigate girls' science reading to know (1) if science books were available to girls in homes and classrooms, (2) if girls were choosing to read them, and (3) what influences their choices. Forty-five third-grade girls, 29 of their families, and three of their teachers were interviewed to ascertain girls' preferences among various book genres, as well as to learn the ways in which families and teachers influence the choices girls make. We found that girls had access to science books at school, and teachers had strategies to encourage reading them. At home, parents encouraged reading, but were generally less directive than teachers as to what the girls read, and underestimated their daughters' science-related interests. The families studied rely largely on major bookstores as their primary source of books. Our findings suggest we need to understand better the way gender influences girls' engagement with science in a variety of contexts, particularly those in which girls exercise choice.
The American Indian Science and Engineering Society (AISES) has been funded under a U.S. Department of Energy (DOE) grant (Grant Award No. DE-SC0004058) to host an Intertribal Middle-School Science and Math Bowl (IMSSMB) comprised of teams made up of a majority of American Indian students from Bureau of Indian Education-funded schools and public schools. The intent of the AISES middle school science and math bowl is to increase participation of American Indian students at the DOE-sponsored National Science Bowl. Although national in its recruitment scope, the AISES Intertribal Science and Math Bowl is considered a “regional” science bowl, equivalent to the other 50 regional science bowls which are geographically limited to states. Most regional bowls do not have American Indian student teams competing, hence the AISES bowl is meant to encourage American Indian student teams to increase their science knowledge in order to participate at the national level. The AISES competition brings together teams from various American Indian communities across the nation. Each team is provided with funds for travel to and from the event, as well as for lodging and meals. In 2011 and 2012, there were 10 teams participating; in 2013, the number of teams participating doubled to 20. Each Science and Math Bowl team is comprised of four middle school — grades 6 through 8 — students, one alternate, and a teacher who serves as advisor and coach — although in at least two cases, the coach was not a teacher, but was the Indian Education Coordinator. Each team member must have at least a 3.0 GPA. Furthermore, the majority of students in each team must be comprised of American Indian, Alaska Native or Native Hawaiian students. Under the current DOE grant, AISES sponsored three annual middle school science bowl competitions over the years 2011, 2012 and 2013. The science and math bowls have been held in late March concurrently with the National American Indian Science and
Pearson, Camilla E.
Little is known about the concerns and needs of early career agricultural teachers associated with the various routes to certification and how these routes address those concerns. The purpose of this study is to determine how selected early career agriculture teachers perceive their teacher preparation program and how effective their programs were at addressing these concerns during their first year of teaching. The sample consisted of secondary agricultural teachers in Texas FFA Areas V and VI, who self-identified themselves as an early career agricultural teacher in their first 3 years of teaching. The first phase included a web-based survey administered to assess the concerns of early career agricultural teachers. Two Likert-type scales were used, and these were used to assess the perceived importance of problems faced by early career agricultural teachers and the frequency in which they encounter those problems. The second phase included a qualitative interview to better understand the perceived relationship between participants' undergraduate preparation, experiences in agriculture and related organizations, and other related activities in preparing them as agriculture science teachers. The teachers interviewed in this study indicated that overall, they were pleased with their preparation. Teacher educators from both programs should address the concerns presented from all teachers to further prepare them for issues faced by early career teachers because it is evident that these issues are not going away.
Han, Alyson Kim
According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning
The Mode Reform of Cultivating Marketing Talents in Agricultural Vocational Colleges Based on the Perspective of Agricultural Enterprises——A Case Study of Wenzhou Vocational College of Science and Technology
We conduct survey on the characteristics of demand of agricultural enterprises for agricultural marketing talents from the following 6 aspects:the professional marketing talents needed urgently by the agricultural enterprises,the amount of demand of agricultural enterprises for the marketing talents,the jobs offered by the agricultural enterprises,the educational background of agricultural marketing talents favored by the agricultural enterprises,the requirements posed by the agricultural enterprises on the work experience of agricultural marketing talents,and the quality requirements posed by the agricultural enterprises on the agricultural marketing talents.We analyse the problems existing in the cultivation mode of marketing talents in agricultural vocational colleges as follows:the feature of major is not outstanding;the contradiction between supply and demand is prominent;it is disconnected with the practical needs of agricultural enterprises;the cultivation form of practical ability is simple.On the basis of this,taking Wenzhou Vocational College of Science and Technology as an example,we advance the new mode of cultivating inter-disciplinary talents integrating "marketing technique+technique marketing",and establish characteristic agricultural course combo system on the basis of vocational position orientation.In the meantime,we propose that we should conduct close college-enterprise cooperation with the local leading agricultural enterprises.This cultivation mode reform of talents is favorable for the agricultural enterprises,especially small and medium-sized agricultural enterprises to foster "marketable" agricultural marketing talents,elevate the comprehensive competitiveness of small and medium-sized agricultural enterprises,serve the local economy,and promote the development of modern agriculture,and China’s agriculture,farmer,and countryside.
Jeeroburkhan, M. Fazal
This study evaluated the Agricultural Curriculum Project which is being implemented in 16 secondary schools in Mauritius. Specific areas examined included: (1) the relevance, appropriateness, and practicability of the project's general objectives; (2) the relevance, balance, and organization of the course content; (3) the effectiveness and…
Jones, Beth; Quinnell, Simon
This article describes how seven schools in England improved their science provision by focusing on the professional development of their science technicians. In September 2013, the Gatsby Charitable Foundation funded the National Science Learning Centre to lead a project connecting secondary schools with experienced senior science technicians…
Sikes, Suzanne S; Schwartz-Bloom, Rochelle D
Launch into education about pharmacology (LEAP) is an inquiry-based science enrichment program designed to enhance competence in biology and chemistry and foster interest in science careers especially among under-represented minorities. The study of how drugs work, how they enter cells, alter body chemistry, and exit the body engages students to conceptualize fundamental precepts in biology, chemistry, and math. Students complete an intensive three-week course in the fundamentals of pharmacology during the summer followed by a mentored research component during the school year. Following a 5E learning paradigm, the summer course captures student interest by introducing controversial topics in pharmacology and provides a framework that guides them to explore topics in greater detail. The 5E learning cycle is recapitulated as students extend their knowledge to design and to test an original research question in pharmacology. LEAP students demonstrated significant gains in biology and chemistry knowledge and interests in pursuing science. Several students earned honors for the presentation of their research in regional and state science fairs. Success of the LEAP model in its initial 2 years argues that coupling college-level coursework of interest to teens with an authentic research experience enhances high school student success in and enthusiasm for science. Copyright © 2009 International Union of Biochemistry and Molecular Biology, Inc.
Carroll, Carolyn M.
State departments of education have created a system of accountability for the academic achievement of students under the mandate of the No Child Left Behind Act of 2001. The Georgia Department of Education established the Georgia High School Graduation Test (GHSGT) as their method of evaluating the academic achievement of high school students. The GHSGT consist of five sections and students must pass all five sections before students they are eligible to receive a diploma. The purpose of the study was to examine the effects of teacher-lead and computer based remediation for a group of high school seniors who have been unsuccessful in passing the science portion of the GHSGT. The objectives of this study include (a) Identify the most effective method of remediation for at-risk students on the science section of the GHSGT, and (b) evaluate the methods of remediation for at-risk students on the science section of GHSGT available to high school students. The participants of this study were at-risk seniors enrolled in one high school during the 2007-2008 school year. The findings of this research study indicated that at-risk students who participated in both types of remediation, teacher-led and computer-based, scored significantly higher than the computer-based remediation group alone. There was no significant relationship between the test scores and the number of times the students were tested.
The Graduate School of Climate Sciences, University of Bern, offers a specialised M.Sc. and a Ph.D. study programme in climate sciences. The graduate school has a highly interdisciplinary profile involving not only natural sciences, but also humanities/history, economics and law. The ten participating institutes with a total of 45 academics provide expertise in long-term climate variability, climate modelling, climate reconstruction, predictability of the future climate and extreme events, the impact of climate change on ecosystems and climate risks for society and economy. The graduate school is fully compliant with the Bologna Accords and collaborates closely with the sister institution C2SM at ETH Zurich by, e.g., jointly organised lectures. There are currently 23 master and 37 doctoral students in the programme. These originate from the University of Bern (28 %), from other Swiss universities (30 %) and from foreign universities (42 %). Comprehensive information about the Graduate School of Climate Sciences is available at http://www.climatestudies.unibe.ch . The M.Sc. in Climate Sciences programme (120 ECTS credits) is designed to attract students from all disciplines in natural sciences and offers them a tailor-made curriculum to reach their career aspirations. The students make their own course selection according to their profile envisaged (specialised versus broad education) and ideally already guided by a job perspective. Selecting the courses and the topic of the master thesis they specialise in one of five fields: climate and earth system science; atmospheric science; economics; economic, social and environmental history; statistics. Several courses are organised jointly with public authorities and the private industry, e.g. from experts working in the insurance business, in weather forecasting or in environmental pollution control. This provides the students hands-on experience and contacts to future employers. The master thesis (60 ECTS) involves the
Moore, Eddie A.
This curriculum guide in agricultural products (food processing) is one of 10 guides developed as part of a vocational project stressing agribusiness, natural resources, and environmental protection. The scope of this guide includes three occupational subgroups: meat, fish, poultry; dairy (milk) products; fruits and vegetables. It is meant as an…
Karahan, Engin; Roehrig, Gillian
Research in socioscientific issue (SSI)-based interventions is relatively new (Sadler in Journal of Research in Science Teaching 41:513-536, 2004; Zeidler et al. in Journal of Research in Science Teaching 46:74-101, 2009), and there is a need for understanding more about the effects of SSI-based learning environments (Sadler in Journal of Research in Science Teaching 41:513-536, 2004). Lee and Witz (International Journal of Science Education 31:931-960, 2009) highlighted the need for detailed case studies that would focus on how students respond to teachers' practices of teaching SSI. This study presents case studies that investigated the development of secondary school students' science understanding and their socioscientific reasoning within SSI-based learning environments. A multiple case study with embedded units of analysis was implemented for this research because of the contextual differences for each case. The findings of the study revealed that students' understanding of science, including scientific method, social and cultural influences on science, and scientific bias, was strongly influenced by their experiences in SSI-based learning environments. Furthermore, multidimensional SSI-based science classes resulted in students having multiple reasoning modes, such as ethical and economic reasoning, compared to data-driven SSI-based science classes. In addition to portraying how participants presented complexity, perspectives, inquiry, and skepticism as aspects of socioscientific reasoning (Sadler et al. in Research in Science Education 37:371-391, 2007), this study proposes the inclusion of three additional aspects for the socioscientific reasoning theoretical construct: (1) identification of social domains affecting the SSI, (2) using cost and benefit analysis for evaluation of claims, and (3) understanding that SSIs and scientific studies around them are context-bound.
Rodríguez Sinobas, Leonor; Sánchez Calvo, Raúl
Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of 'online' and web tools in two undergraduate courses. Results from their application to encourage learning and communication skills in Hydraulic Engineering subjects are analysed and compared to the initial situation. Student's academic performance has improved since their application, but surveys made among students showed that not all the methodological proposals were perceived as beneficial. Their participation in the 'online', classroom and reading activities was low although they were well assessed.
Rodriguez Sinobas, Leonor; San José Martínez, Fernando; Hontoria, Kira; Adán, Angeles; Blanco, María; Calderón, Fernando; Carbonell, Victoria; Chaya, Carolina; Fondevila, Guillermo; González, Trinidad; Marín, Carmen; Mira, Sara; Molina, Antonio; Pereira, David; Quemada, Miguel; Ricote, Luis; Sánchez Monje, Rosa; Sanz, Alberto; Albir, Maria
The convergence process among European academic degrees pursues the exchange of graduate students and the adaptation of university programs to social demand. Within the framework of the European Higher Education, European universities will need to be more competitive not only by increasing or maintaining the student enrolment, but also in their academic performance. Thus, the reinforcing of English language education within the University Programs might play an important role to reach these objectives. In this sense, a complete survey was accomplished at the Agricultural Egineering School of Madrid (ETSIA ) addressing issues such as: identification the needs for bilingual instruction at ETSIA, identification resources needed and interest and background in English language of students and professors (San José et al., 2013). The conclusions and recommendations to promote the bilingual instruction in the ETSIA, taking into account the approaches followed by other Spanish universities, are presented in this work.
Dubetz, Terry A.; Wilson, Jo Ann
Girls in Engineering, Mathematics and Science (GEMS) is a science and math outreach program for middle-school female students. The program was developed to encourage interest in math and science in female students at an early age. Increased scientific familiarity may encourage girls to consider careers in science and mathematics and will also help…
Batista, Victor S. [Yale Univ., New Haven, CT (United States)
The 2016 TSRC Summer School on Fundamental Science for Alternative Energy introduced principles, methods, and approaches relevant to the design of molecular transformations, energy transduction, and current applications for alternative energy. Energy and environment are likely to be key themes that will dominate the way science and engineering develop over the next few decades. Only an interdisciplinary approach with a team-taught structure as presented at the 2016 TSRC Summer School can be expected to succeed in the face of problems of such difficulty. The course inspired a new generation of 24 graduate students and 2 post-docs to continue work in the field, or at least to have something of an insider's point of view as the field develops in the next few decades.
Fargin, Evelyne; Sarger, Laurent; Kaluza, Malte; Nolte, Stefan; Richardson, Martin; Richardson, Kathleen
The main objective is to establish the first transatlantic Graduate School, proposing a truly international education, training and research platform in the field of Photonics and Material sciences. The wide scope of Photonics encompasses many application fields that will be mostly covered by various curricula involving Laser Optics and Material Sciences and Interactions. This cooperation will build a very efficient scientific international community able to address the 21 century challenges in Photonics and applications. Indeed, the highest level of education, namely Master and PhD , will address the so called "Skill shortage" that impact on our economy. The truly interdisciplinary theme of this graduate school is also a guarantee for the insertion of the graduate into the workforce.
Aguilar-Valdez, Jean Rockford
This qualitative study uncovers the voices of five Latin students who are high-"achieving" and undocumented and have strong aspirations in science, in a Southern, Title I high school. Through critical race methodology and these students' testimonios/counter-stories, these students' struggles and successes reveal their crossing of cultural and political borderlands and negotiating structures of schooling and science. The students dream of someday pursuing a trajectory in the field of science despite racial, ethnic, and political barriers due to their undocumented status. I use three key theoretical approaches--Borderlands/Anzalduan theory (Anzaldua, 2007), Loving Playfulness/World Traveling (Lugones, 2003), and Latino Critical Race Theory (in which many Latin/Chican studies contribute)--to put a human face on the complex political and educational situations which the students in this study traverse. Data were collected during a full school year with follow-up contact into the present, with over 133 hours immersed in the field, involving 22 individual student interviews, six student focus group interviews, 14 teacher interviews, field notes from over 79 contact hours with participants in formal and informal science education settings, and document review. This study reveals high-"achieving" students flourishing in formal school science and informal science settings, starting a STEM (Science, Technology, Engineering, and Math) club and the first community garden in a Title I high school in their state, to benefit their immigrant-rich community. Each student professes agentic desire to follow a science trajectory but testifies to their struggle with racism, nativism, and state policies of restricted college access. Students persevere in spite of the additional obstacles they face, to "prove" their "worth" and rise above deficit narratives in the public discourse regarding students of their ethnicity and undocumented status, and hold onto hope for legislation such as
Recognizing the vital role that a herbarium plays in instruction, research, and public service, the Cebu State College of Science and Technology College of Agriculture (CSCSTCA) in Lahug, Cebu City, the Philippines, founded a herbarium in June 1987. It is a very humble scientific project of the
Bedgood, Leslie; Murphrey, Theresa Pesl; Dooley, Kim E.
Technological advances have created unlimited opportunities in education. Training and technology have merged to create new methods referred to as technology-based training. The purpose of this study was to identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify…
Smith, W. R.; Grannas, A. M.
Today's K-12 students will be the scientists and engineers who bring currently emerging technologies to fruition. Existing research endeavors will be continued and expanded upon in the future only if these students are adequately prepared. High school-university collaborations provide an effective means of recruiting and training the next generation of scientists and engineers. Here, we describe our successful high school-university collaboration in the context of other models. We have developed an authentic inquiry-oriented environmental chemistry research program involving high school students as researchers. The impetus behind the development of this project was twofold. First, participation in authentic research may give some of our students the experience and drive to enter technical studies after high school. One specific goal was to develop a program to recruit underrepresented minorities into university STEM (science, technology, engineering, and mathematics) programs. Second, inquiry-oriented lessons have been shown to be highly effective in developing scientific literacy among the general population of students. This collaboration involves the use of local resources and equipment available to most high schools and could serve as a model for developing high school- university partnerships.
Wendt, Amy; Boffard, John
Exposure to plasma science among future scientists and engineers is haphazard. In the U.S., plasma science is rare (or absent) in mainstream high school and introductory college physics curricula. As a result, talented students may be drawn to other careers simply due to a lack of awareness of the stimulating science and wide array of fulfilling career opportunities involving plasmas. In the interest of enabling informed decisions about career options, we have initiated an outreach collaboration with the Madison West High School Rocket Club. Rocket Club members regularly exhibit their activities at public venues, including large-scale expos that draw large audiences of all ages. Building on their historical emphasis on small scale rockets with chemical motors, we worked with the group to add a new feature to their exhibit that highlights plasma-based spacecraft propulsion for interplanetary probes. This new exhibit includes a model satellite with a working (low power) plasma thruster. The participating high school students led the development process, to be described, and enthusiastically learned to articulate concepts related to plasma thruster operation and to compare the relative advantages of chemical vs. plasma/electrical propulsion systems for different scenarios. Supported by NSF Grant PHY-1617602.
O'Neill, Maureen Gail
This study investigated the teaching of secondary school science with an emphasis on promoting student understanding. In particular, I focused on two research questions: What are the possible meanings of teaching for understanding? And, how might one teach secondary school science for understanding? After semi-structured interviews were conducted with 13 secondary school science teachers, grounded theory methodology was used to interpret the data. As a result of the selective coding process, I was able to identify 14 connected components of teaching for understanding (TfU). The process of TfU involves: puzzle-solving, a specific pedagogy and a conscious decision. The teacher must be a reflective practitioner who has some knowledge of the facets of understanding. The teacher comes to a critical incident or crisis in his or her pedagogy and adopts a mindset which highlights TfU as a personal problematic. Teachers operate with student-centred rather than teacher-centred metaphors. TfU requires a firm belief in and passion for the process, a positive attitude and excellent pedagogical content knowledge. It hinges on a performance view of understanding and demands risk-taking in the science classroom. Abstracting these ideas to a theory led me to the notion of Purposive Teaching . In their purposive-driven role as pedagogues, these teachers have placed TfU at the core of their daily practice. Constraints and challenges facing TfU as well as implications of the findings are discussed. Keywords. science teaching, teaching for understanding, purposive teaching, constructivism, understanding, pedagogy, pedagogical content knowledge, memorization, meaningful learning, reflective practice.
Soo-Dong Woo1 Jae Young Choi2 Yeon Ho Je2 Byung Rae Jin3. Department of Plant Medicine, College of Agriculture, Life and Environment Sciences, Chungbuk National University, Cheongju 361-763, Korea; School of Agricultural Biotechnology, College of Agriculture and Life Sciences, Seoul National University, Seoul ...
Heron, Lory Elen
This study investigated the premise that the use of constructivist teaching strategies (independent variable) in high school science classrooms can cultivate positive attitudes toward science (dependent variable) in high school students. Data regarding the relationship between the use of constructivist strategies and change in student attitude toward science were collected using the Science Attitude Assessment Tool (SAAT) (Heron & Beauchamp, 1996). The format of this study used the pre-test, post-test, control group-experimental group design. The subjects in the study were high school students enrolled in biology, chemistry, or environmental science courses in two high schools in the western United States. Ten teachers and twenty-eight classes, involving a total of 249 students participated in the study. Six experimental group teachers and four control group teachers were each observed an average of six times using the Science Observation Guide (Chapman, 1995) to measure the frequency of observed constructivist behaviors. The mean for the control group teachers was 12.89 and the mean for experimental group teachers was 20.67; F(1, 8) = 16.2, p =.004, revealing teaching behaviors differed significantly between the two groups. After a four month experimental period, the pre-test and post-test SAAT scores were analyzed. Students received a score for their difference in positive attitude toward science. The null hypothesis stating there would be no change in attitude toward science as a subject, between students exposed to constructivist strategies, and students not exposed to constructivist strategies was rejected F(1, 247) = 8.04, p =.005. The control group had a generally higher reported grade in their last science class than the experimental group, yet the control group attitude toward science became more negative (-1.18) while attitude toward science in the experimental group became more positive (+1.34) after the four-month period. An analysis of positive
Scogin, Stephen C.; Cavlazoglu, Baki; LeBlanc, Jennifer; Stuessy, Carol L.
While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of "highly successful, highly diverse". By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.
Sarkar, Sara F; Poon, Jacquelyne S; Lepage, Etienne; Bilecki, Lori; Girard, Benoit
Science and innovation are important components underpinning the agricultural and agri-food system in Canada. Canada's vast geographical area presents diverse, regionally specific requirements in addition to the 21st century agricultural challenges facing the overall sector. As the broader needs of the agricultural landscape have evolved and will continue to do so in the next few decades, there is a trend in place to transition towards a sustainable bioeconomy, contributing to reducing greenhouse gas emission and our dependency on non-renewable resources. We highlight some of the key policy drivers on an overarching national scale and those specific to agricultural research and innovation that are critical to fostering a supportive environment for innovation and a sustainable bioeconomy. As well, we delineate some major challenges and opportunities facing agriculture in Canada, including climate change, sustainable agriculture, clean technologies, and agricultural productivity, and some scientific initiatives currently underway to tackle these challenges. The use of various technologies and scientific efforts, such as Next Generation Sequencing, metagenomics analysis, satellite image analysis and mapping of soil moisture, and value-added bioproduct development will accelerate scientific development and innovation and its contribution to a sustainable and prosperous bioeconomy. Crown Copyright © 2017. Published by Elsevier B.V. All rights reserved.
Clifford, Betsey A.
The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.
Maeng, Jennifer L.
This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students' learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane's planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students' different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers.
Genel, Abdulkadir; Sami Topçu, Mustafa
Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle school science classrooms, and the research question that guided the present study is: How can we characterize Turkish PSTs' SSI-based teaching practices in middle school science classrooms (ages 11-14)? Sample: In order to address the research question of this study, we explored 10 Turkish PSTs' SSI-based teaching practices in middle school science classrooms. A purposeful sampling strategy was used, thus, PSTs were specifically chosen because they were ideal candidates to teach SSI and to integrate SSI into the science curricula since they were seniors in the science education program who had to take the field experience courses. Design and method: The participants' SSI teaching practices were characterized in light of qualitative research approach. SSI-based teaching practices were analyzed, and the transcripts of all videotape recordings were coded by two researchers. Results: The current data analysis describes Turkish PSTs' SSI-based teaching practices under five main categories: media, argumentation, SSI selection and presentation, risk analysis, and moral perspective. Most of PSTs did not use media resources in their lesson and none of them considered moral perspective in their teaching. While the risk analyses were very simple and superficial, the arguments developed in the classrooms generally remained at a simple level. PSTs did not think SSI as a central topic and discussed these issues in a very limited time and at the end of the class period. Conclusions: The findings of this study manifest the need of the reforms in science education programs. The present study provides evidence that moral, media
Aker, Leanna B.
Researchers and educational practitioners have long been concerned with declines in science engagement reported by students as they transition into the middle school setting. Though the operationalization of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement has recently emerged in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents' science engagement under this emerging conceptualization was warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors had the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well represented in primary studies, behavioral engagement was underrepresented in student self-reports.
Parker, J E
Lydia Becker (1827-1890) is known as a leader of the Women's Suffrage Movement but little is known about her work to include women and girls in science. Before her energy was channelled into politics, she aimed to have a scientific career. Mid-Victorian Britain was a period in which women's intellect and potential were widely debated, and in which the dominant ideology was that their primary role in life was that of wife and mother. Science was widely regarded as a "masculine" subject which women were deliberately discouraged from studying. The author concentrates on the two main areas in which important contributions were made, the British Association for the Advancement of Science, and the Manchester School Board.
Better methods of agricultural production, availability of hybrid and mutant varieties of crop plants, irrigation, fertilizers and pesticides have all helped boost up agricultural production, and famines and droughts remain restricted to a few pockets in the world. Innovative approach to step up agricultural production, especially of food crops symbolize synergy and synthesis of conventional and mutation breeding aided by modern biotechnological tools like DNA markers and gene manipulation in tune with the policy of environmental and soil conservation. It has increased the production of oil seeds in India during the last decade with a shift from groundnut and mustard to soybean and sunflower. Bhabha Atomic Research Centre (BARC), Mumbai which has strongly pursued the important societal programmes using nuclear technology in agriculture and health, has made a very significant impact on the country's agriculture by developing 27 new crop varieties mostly of oil seeds and pulses. Further, radiation processing of food, pioneered in India by BARC, is now gaining global acceptance and has opened new vistas for agriculture exports. The present symposium is dedicated to trends in research of technologies in agriculture and food sciences. The papers relevant to INIS are indexed separately
Hayman, P. [Climate Change Risk and Vulnerability, Allen Consulting Group, Melbourne (Australia)
Overview of the impacts, adaptive capacity and vulnerability at crop, farm, industry and community level in the agricultural sector of the Murray-Darling basin and other key Australian agricultural areas.
Carver, Jeffrey S.
The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step
This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also
Hulela, K.; Rammolai, M.; Mpatane, W.
This study examines the availability, accessibility and usability of computer as a form of information and communication technologies (ICTs) by student teachers in secondary schools. 44 out of 51 student teachers of Agriculture responded to the questionnaire. Means and percentages were used to analyze the data to establish the availability,…
Aholi, Seraphine Sherry; Konyango, Jacob J. J. Ochieng'; Kibett, Joash K.
The purpose of this study was to determine the influence of instructional resources in learning agriculture in secondary school on employment creation in Vihiga County, Kenya. The study was conducted in Emuhaya Constituency, and it adopted qualitative research design using descriptive survey method. The target population was the youth who learnt…
Easterly, R.G., III.; Myers, Brian E.
Desimone's core features of professional development (PD) guides the PD for teachers. The purpose of this study was to examine the PD practice of School-Based Agricultural Education (SBAE) teachers in the enthusiastic and growing career stage. Semi-structured telephone interviews were conducted with five teachers from five different states. The…
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.
Full Text Available This paper discusses a number of aspects concerning the analysis, interpretation and reporting of correlations in agricultural sciences. Various problems that one might encounter with these aspects are identified, and suggestions of how to overcome these problems are proposed. Some of the examples presented show how mistaken and even misleading the interpretation of correlation can be when one ignores simple rules of analysis.Este artigo discute uma série de aspectos relacionados a análise, interpretação e forma de relatar correlações em ciências Agrárias. São identificados vários problemas que podem ser encontrados, bem como feitas sugestões de como superá-los. Alguns dos exemplos apresentados mostram quão erradas e mesmo enganosas podem ser as interpretações de correlação quando regras simples de análise são ignoradas.
Dixon, Carmen S.
Because of the underrepresentation of women in STEM fields, many organizations are hosting days to promote middle school girls' interest in science. The purpose of this dissertation examines one of these days, and is three-fold: Number one, to determine if the event "Girls in Science Day [GIS]" affected the interests and attitudes of the middle school girls who attend. Number two, to examine how GIS affected their interests and attitudes in science, and number three, to examine if there is a long time impact on the girls who attend GIS in middle school by interviewing them when they are older and determine if attending GIS made lasting impressions on their lives. It utilizes a mixed-methods approach by using a quantitative Likert-type scale to determine the first purpose mentioned, pre- and post- attendance interviews to examine purpose two, and longitudinal interviews of past participants to determine purpose three. These methods are then combined using meta-inference and results and implications are examined. Future research is then recommended to improve the status of women in science careers.
Slater, Tammy Jayne Anne
Researchers and educators working from a systemic functional linguistic perspective have provided a body of work on science discourse which offers an excellent starting point for examining the linguistic aspects of the development of causal discourse in school science, discourse which Derewianka (1995) claimed is critical to success in secondary school. No work has yet described the development of causal language by identifying the linguistic features present in oral discourse or by comparing the causal discourse of native and non-native (ESL) speakers of English. The current research responds to this gap by examining the oral discourse collected from ESL and non-ESL students at the primary and high school grades. Specifically, it asks the following questions: (1) How do the teachers and students in these four contexts develop causal explanations and their relevant taxonomies through classroom interactions? (2) What are the causal discourse features being used by the students in these four contexts to construct oral causal explanations? The findings of the social practice analysis showed that the teachers in the four contexts differed in their approaches to teaching, with the primary school mainstream teacher focusing largely on the hands-on practice , the primary school ESL teacher moving from practice to theory, the high school mainstream teacher moving from theory to practice, and the high school ESL teacher relying primarily on theory. The findings from the quantitative, small corpus approach suggest that the developmental path of cause which has been identified in the writing of experts shows up not only in written texts but also in the oral texts which learners construct. Moreover, this move appears when the discourse of high school ESL and non-ESL students is compared, suggesting a developmental progression in the acquisition of these features by these students. The findings also reveal that the knowledge constructed, as shown by the concept maps created
The present paper forms the basis of the invited talk to be given by the author at the International Symposium on the Transformation and Innovation of Library and Information Science, November 16-17, 2010, Taipei, Taiwan. The paper introduces the Royal School of Library and Information Science......, Denmark, as a European School of Library and Information Science and a member of iSchool Caucus. The paper outlines some of the current challenges of the Royal School of Library and Information Science and how these challenges are met, including how the membership of the iSchool movement is considered...
Grabau, Larry J.
Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models
Shumow, Lee; Lyutykh, Elena; Schmidt, Jennifer A.
Demographic and psychological predictors of parent involvement with their children's science education both at home and at school were examined during high school. Associations between both types of parent involvement and numerous academic outcomes were tested. Data were collected from 244 high school students in 12 different science classrooms…
Aydogdu, Bülent; Peker, Murat
The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and…
As schools continue to become more diverse, it is important to look at science teaching methods that will meet the needs of all students. In this study, 172 students in a middle school in Northwestern Illinois were taught using two methods of teaching science. Half of the students were taught using project-based science (PBS) and the other half of…
Allowing high school students to fulfill a math or science high school graduation requirement via a computer science credit may encourage more student to pursue computer science coursework. This Education Trends report is an update to the original report released in April 2015 and explores state policies that allow or require districts to apply…
Gungor, Sema Nur; Ozer, Dilek Zeren; Ozkan, Muhlis
This study re-evaluated 454 science projects that were prepared by primary school students between 2007 and 2011 within the scope of Science Projects Event for Primary School Students. Also, submitted to TUBITAK BIDEB Bursa regional science board by MNE regional work groups in accordance with scientific research methods and techniques, including…
The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…
The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…
Gibson, Jakeisha Jamice
This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within…
The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The…
Nicholas, Catherine Marie
High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit…
Fensham, Peter J.
In the 1960s, major reforms of the curriculum for school science education occurred that set a future for school science education that has been astonishingly robust at seeing off alternatives. This is not to say that there are not a number of good reasons for such alternative futures. The sciences, their relation to the socio-scientific context,…
Meier, Lori T.
This ethnographic case study investigated the science practices of teachers at one public elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school's overall treatment of science as a viable content area. Key informant teachers were interviewed to explore their personal beliefs and values, teaching, access to materials, and views of the adopted integrated thematic curriculum model and magnet structure. The resulting data, triangulated with informal observation and artifact collection, were analyzed using a theoretical framework that emphasized five interdependent school culture indicators (values, beliefs, practices, materials, and problems). Findings suggest that the school's culture adversely influenced the treatment of science.
Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students' individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students' individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.
Browne, Christi L.
The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to
Fowler, Melisa Diane Creasy
There is a gap in existence between the number of males and females entering science careers. Research has begun to focus largely on how identity impacts the selection of such careers. While much research has been done to examine the factors that impact student identity, little work has been done to examine what happens to female students who have been successful in science in a rural K-12 school once they leave high school and enter the world of academia. Thus, this study examined the following questions: (1) How do three recent female high school graduates from rural K-12 high schools narrate their identity? (2) How do the females narrate their experiences in a rural community and high school in relation to their science identity? (3) What do the participants describe as influencing their academic and career choices as they transition into the life of a college student? This study involved three female participants from a small rural community in a southeastern state. Each female has lived their entire life in the community and has attended only one K-12 school. All three females ranked in the top ten of their senior class and excelled in their science coursework. Additionally, each female elected to attend college locally and to live at home. The study utilized the qualitative methodology of interpretive biography. The researcher used a guided interview protocol with participants which served as the basis for the creation of their narrative biographies. The biographies were then analyzed for emergent themes. Sociocultural theory, identity theory, and critical feminism provided the theoretical frameworks utilized in data analysis. Findings from this study suggested that there were many differing factors influencing the science identity and career choices of the females under study. However, the most salient factor impacting their choices was their desire to remain in their hometown. Directions for future research suggestions involve exploring female students who
Sugiarti, Y.; Nurmayani, S.; Mujdalipah, S.
Waste treatment is one of the productive subjects in vocational high school in programs of Agricultural Processing Technology which is one of the objectives learning has been assigned in graduate competency standards (SKL) of Vocational High School. Based on case studies that have been conducted in SMK Pertanian Pembangunan Negeri Lembang, waste treatment subjects had still use the lecture method or conventional method, and students are less enthusiastic in learning process. Therefore, the implementation of more interactive learning models such as blended learning with Edmodo is one of alternative models to resolve the issue. So, the purpose of this study is to formulate the appropriate learning syntax for the implementation of blended learning with Edmodo to agree the requirement characteristics of students and waste treatment subject and explain the learning outcome obtained by students in the cognitive aspects on the subjects of waste treatment. This research was conducted by the method of classroom action research (CAR) with a Mc. Tagart model. The result from this research is the implementation of blended learning with Edmodo on the subjects of waste treatment can improve student learning outcomes in the cognitive aspects with the maximum increase in the value of N-gain 0.82, as well as student learning completeness criteria reaching 100% on cycle 2. Based on the condition of subject research the formulation of appropriate learning syntax for implementation of blended learning model with Edmodo on waste treatment subject are 1) Self-paced learning, 2) Group networking, 3) Live Event- collaboration, 4) Association - communication, 5) Assessment - Performance material support. In summary, implementation of blended learning model with Edmodo on waste treatment subject can improve improve student learning outcomes in the cognitive aspects and conducted in five steps on syntax.
Chittum, Jessica R.; Jones, Brett D.
One purpose of this study was to determine whether patterns existed in pre-high school students' motivation-related perceptions of their science classes. Another purpose was to examine the extent to which these patterns were related to their science identification, gender, grade level, class effort, and intentions to persist in science. We…
Ozturk, Elif; Ucus, Sukran
Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…
Ozturk, Elif; Ucus, Sukran
Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…
Hart, Kathy, Ed.
A series of science experiments and activities designed for secondary school students taking biology, chemistry, physics, physical science or marine science courses are outlined. Each of the three major sections--chemistry, biology, and physics--addresses concepts that are generally covered in those courses but incorporates aspects of marine…
Smith, C. W.; Broad, L.; Goelzer, S.; Levergood, R.; Lugaz, N.; Moebius, E.
Every summer for the past 26 years the University of New Hampshire (UNH) has run a month-long, residential outreach program for high school students considering careers in mathematics, science, or engineering. Space science is one of the modules. Students work directly with UNH faculty performing original work with real spacecraft data and hardware and present the results of that effort at the end of the program. This year the student research projects used data from the Messenger, STEREO, and Triana missions. In addition, the students build and fly a high-altitude balloon payload with instruments of their own construction. Students learn circuit design and construction, microcontroller programming, and core atmospheric and space science along with fundamental concepts in space physics and engineering. Our payload design has evolved significantly since the first flight of a simple rectangular box and now involves a stable descent vehicle that does not require a parachute. Our flight hardware includes an on-board flight control computer, in-flight autonomous control and data acquisition of multiple student-built instruments, and real-time camera images sent to ground. This year we developed, built and flew a successful line cutter based on GPS location information that prevents our payload from falling into the ocean while also separating the payload from the balloon remains for a cleaner descent. We will describe that new line cutter design and implementation along with the shielded Geiger counters that we flew as part of our cosmic ray air shower experiment. This is a program that can be used as a model for other schools to follow and that high schools can initiate. More information can be found at .
Full Text Available Low participation rates in science are a matter of international concern and existing evidence suggests that children’s science aspirations are largely formed within the critical 10-14 age period. This presentation explores how families can shape young children’s science aspirations, using Bourdieu’s concept of habitusto map family resources and practices. This paper draws on two research projects: ASPIRES and Interests andRecruitment in Science (IRIS. Findings from the ASPIRES project draw on qualitative data from 160 semi-structured interviews (92 school children age 10 and 78 parents, collected as part of an ongoing 5-year longitudinal study in theUK. Findings are contextualised with reference to a survey of over 9,000 elementary school children in England (age 10 collected as part of the wider study. A typology of eight key family ‘habituses’ is developed, ranging from families in which science is strongly embedded, through to ambivalentcontexts and those in which science is weakly or peripherally embedded. It discusses the implications of each for promoting, or deterring, children’s science aspirations. The IRIS project was aimed to develop knowledge andrecommendations informed by evidence on how young people, and womenin particular, may be attracted to, and retained in, STEM higher education. Specifically, the project addresses the following questions: 1. What are the priorities, values and experiences on which young people base their educational choice? 2. What are the success factors for interventions aimed at recruiting more young people (women in particular to higher STEM education? and 3. How do STEM students who drop out/opt out before graduation, explain their choice? The main instrument is a questionnaire (IRIS Q that was completed by almost 6,000 first-year STEM students in the five IRIS consortium countries in 2010. A range of smaller-scale, qualitative and quantitative modules
Full Text Available This article describes the design of an interactive learning environment to increase student achievement in middle schools by addressing students' preconceptions, and promoting purposeful social collaboration, distributed cognition, and contextual learning. The paper presents the framework that guided our design efforts to immerse all students in a progression of guided-inquiry hands-on activities. Students find compelling reasons to learn by responding to authentic science-based challenges, both in simulations and hands-on activities, based on specific instructional objectives from the national standards.
Weinstein, Thomas; Boulanger, F. David; Walberg, Herbert J.
To assess the impact of the innovative precollege science curricula of the past twenty years on learning, a search was conducted using the computer-assisted Bibliographic Retrieval System (BRS), the ERIC Annual Summaries of Research in Science Education, and Dissertation Abstracts International. A total of 151 effect sizes were obtained from 33 studies representing 19,149 junior and senior high school students in the United States, Great Britain, and Israel. Study-weighted analysis yielded an overall mean effect size of 0.31 significantly favorable to the innovative curricula [t(25) = 2.183, p < 0.05] on all outcomes. Student performance in innovative curricula averaged in the 62nd percentile relative to the control norm. Tabulation of signed comparisons indicated that sixty-four out of eighty-one unweighted outcomes were favorable to the innovative curricula. Separate analyses for test content bias, methodological rigor, type of learning, and student characteristics showed no significant differences across these categories.
This article examines how school students perform gender during a visit to a science centre where they programme Lego cars. The focus is on how students relate to each other—how they talk and what they do. Theoretically, the article draws on the `heterosexual matrix' and a Foucauldian understanding of how power and knowledge are tightly interwoven and that discursive practices regulate people's possible positions and ways of being in different situations and contexts. The analysis is primarily based on video data from the science centre and a number of student interviews. The article gives several examples of how stereotypical gender performances are maintained but also challenged. This is important knowledge, because if we want to challenge norms, we first need to see them and understand how they are reproduced.
Full Text Available The present investigation, by reviewing 22,617 records indexed between 2000 and 2008 in the Web of Science database and employing citation analysis methods attempts to identify key authors and institutes and their degree of collaboration, core journals, rate of scientific output, publishing forms and languages and leading countries in this field. It also attempts to draw a histographic outline of the agricultural science. The average annual growth in publications for the period studied was shown to be seven percent. Total of 22,617 records were presented in 15 different formats in 25 languages. 173 countries were involved. All agricultural articles retrieved from WOS had been submitted from 14,852 institutes and published in 3252 journals. 51,655 authors were identified who had cited 658381 sources. The clusters formed in the histographic outline based on LCS and GCS also included five clusters.
Cordero, E.; Centeno Delgado, D. C.
Over the last five years, Green Ninja has been developing educational media to help motivate student interest and engagement around climate science and solutions. The adoption of the Next Generation Science Standards (NGSS) offers a unique opportunity where schools are changing both what they teach in a science class and how they teach. Inspired by the new emphasis in NGSS on climate change, human impact and engineering design, Green Ninja developed a technology focused, integrative, and yearlong science curriculum (6th, 7th and 8th grade) focused broadly around solutions to environmental problems. The use of technology supports the development of skills valuable for students, while also offering real-time metrics to help measure both student learning and environmental impact of student actions. During the presentation, we will describe the design philosophy around our middle school curriculum and share data from a series of classes that have created environmental benefits that transcend the traditional classroom. The notion that formal education, if done correctly, can be leveraged as a viable climate mitigation strategy will be discussed.
Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling
Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.
Finson, Kevin D.; Beaver, John B.
The Illinois State Board of Education's Scientific Literacy Project provided extra funds to certain schools with the intent of creating demonstration schools useful as models for other schools to improve their science education programs. The study described in this document examined the impact of these funds on the target schools and attempted to…
Van Berkel, Berry; De Vos, Wobbe; Verdonk, Adri H.; Pilot, Albert
Attempts to solve the problem of hidden structure in school chemistry. Argues that normal chemistry education is isolated from common sense, everyday life and society, the history and philosophy of science, technology, school physics, and chemical research. (Author/CCM)
Bogaski, Carolyn Siniscalchi
The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders' definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ. A convergent mixed methods survey design (Creswell, 2014) was used, in which qualitative and quantitative data were collected in parallel, analyzed separately, and then merged. Participants in the survey consisted of 119 leaders. A congruency rubric separated responses by religious affiliation and socioeconomic status (SES) level and matched responses with the percentage of congruency with the existing FL, national, and NSTA definitions of HQ. Descriptive statistics, paired samples t-test, and chi-squared test were used to analyze the quantitative and qualitative data. Qualitative data were coded into preliminary and final codes. Final codes were converted into magnitude codes, which allowed the researcher to analyze further the qualitative data statistically. Survey responses received were definitely congruent, except in ranking the importance of a candidate having an out-of-field degree with state certification, and in ranking the importance of a candidate being fully qualified to teach science in their state with a strong knowledge of science content. Segregating the survey responses into registered religious affiliations and SES levels found that the definition of a HQ MS science teacher was mostly congruent among all demographics, with only a couple of exceptions. The study found that these private school leaders' common definition of a HQ MS science teacher is one with adequate science content knowledge, pedagogy including engagement in laboratory activities, ability to relate to
Timko, Joseph J.; Stewart, Bob R.
This unit is designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. Intended to be taught to ninth-grade students of vocational agriculture, the unit contains six lessons for developing competencies needed in poultry production. The lessons are as follows: (1) the importance of the poultry…
Carlone, Heidi B.; Kimmel, Sue; Tschida, Christina
This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school's science curriculum, the ways the school promoted itself to the community, and the implicit meanings of science held by school staff, parents and community members. Main sources of data were the county's newspaper articles from 2003 to 2006, the school's, town's, and business leaders' promotional materials, and interviews with school staff, parents, and community members. A key finding was the school's dual promotion of science education and character education. We make sense of this "science with character" curriculum by unpacking the school and community's entanglements with historical (cultural preservation), political (conservative politics, concerns for youth depravity), and economic (globalization) networks. We describe the ways those entanglements enabled certain reproductive meanings of school science (as add-on, suspect, and elitist) and other novel meanings of science (empathetic, nurturing, place-based). This study highlights the school as a site of struggle, entangled in multiple networks of practice that influence in positive, negative, and unpredictable ways, the enacted science curriculum.
Desai, Karna Mahadev; Yang, Jing; Hemann, Jason
The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .
Full Text Available The article analyzes the possibility of differentiated study natural science at school on the basis of ecological educational process. Natural science is the science about nature as a single unity or totality of the natural sciences, which constituting a single unit. The main aim of the course is to develop student’s natural science competence through integrated mastering system knowledge about nature and man, the basics of environmental knowledge, ways of improving teaching and learning activities, development of value orientations in relation to the nature. There is strong need to review approaches to teaching nature science at schools, taking into account the general trend of greening of the educational process. The aim of the work is to analyze the possibility of practical application of modern approaches to differentiated teaching of the nature science at school greening within the educational process. In our view, the environmental component may be a basis to the formation and differentiated teaching in general. The environmental component of the educational sector has been aimed to the student’s environmental consciousness and compliance with rules of environmentally safe behavior in the environment. The learning of the integrated knowledge about nature and man can be submitted through the prism of action of the environmental factors according classic approach to their classification: abiotic, biotic and anthropogenic factors. In parallel, it is reasonable to raise the issues of practical importance as some natural objects and actions of each of these factors. The new degree of the studying of the environment has been provided by the beginning of the systematization of knowledge about natural objects and structure of the universe, by the formation of primary concepts about the relationship between the world of the living and inanimate nature, between organisms and between human activities and changes that has been occurred in the
To improve students' scientific literacy and their general perceptions of chemistry, I enacted critical chemistry education (CCE) in two "regular level" chemistry classes with a group of 25 students in a suburban, private high school as part of this study. CCE combined the efforts of critical science educators (Fusco & Calabrese Barton, 2001; Gilbert 2013) with the performance expectations of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013a) to critically transform the traditional chemistry curriculum at this setting. Essentially, CCE engages students in the critical exploration of socially situated chemistry content knowledge and requires them to demonstrate this knowledge through the practices of science. The purpose of this study was to gauge these students development of chemistry content knowledge, chemistry interest, and critical scientific literacy (CSL) as they engaged in CCE. CSL was a construct developed for this study that necessarily combined the National Research Center's (2012) definition of scientific literacy with a critical component. As such, CSL entailed demonstrating content knowledge through the practices of science as well as the ability to critically analyze the intersections between science content and socially relevant issues. A mixed methods, critical ethnographic approach framed the collection of data from open-ended questionnaires, focus group interviews, Likert surveys, pre- and post unit tests, and student artifacts. These data revealed three main findings: (1) students began to develop CSL in specific, significant ways working through the activities of CCE, (2) student participants of CCE developed a comparable level of chemistry content understanding to students who participated in a traditional chemistry curriculum, and (3) CCE developed a group of students' perceptions of interest in chemistry. In addition to being able to teach students discipline specific content knowledge, the implications of this study are
Hottecke, Dietmar; Silva, Cibelle Celestino
Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order…
Allen, Meg; Brewer, Paul R.
This article uses a case study to illustrate how science fair projects--which traditionally focus on "hard science" topics--can contribute to political science education. One of the authors, a high school student, conducted an experimental study of politics for her science fair project. The other author, a faculty member, was asked to advise the…
Wefer, Stephen H.; Sheppard, Keith
The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed secondary school science standards of 49 U.S. states (Iowa has no science framework) and the District of Columbia for content related to bioinformatics. The bioinformatics…
Alarcon, Maricela H.
Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed…
Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung
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…
This paper considers the adoption of general science courses in two Canadian provinces, Ontario and Quebec, during the 1930s. In Ontario, a few science teachers had followed the early general science movements in the United States and Britain with interest. During the 1930s, several developments made the cross-disciplinary, applied thrust of general science particularly appealing to Ontario educationists. These developments included a new demand for vocational education, renewed reservations about pedagogical rationales based on transfer of training, and a growing professional divide between high school science teachers and university scientists. Around the same time, scientists in the Quebec's French-language universities were engaged in a concerted campaign to expand the place of science in the province's francophone secondary schools. The province's prestigious classical colleges, which were the scientists' principal target for reform, privileged an inductive view of science that had little in common with the applied, cross-disciplinary emphasis of the general science courses gaining support in English-speaking school systems. In 1934, however, a popular American general science textbook was adopted in a workers' cooperative devoted to adult education. Comparing the fate of general science within these two education systems draws attention to the fact that general science made inroads in francophone Quebec but had little influence in public and private schools. In light of the growing support general science enjoyed elsewhere, we are led to explore why general science met with little overt interest by Quebec scientists pushing for school science reform during the 1930s.
Lacarra, Maite; Lamarque, Gaelle; Koenig, Zoé; Bourgain, Pascaline; Mathilde Thierry, Anne
APECS-France, the French national committee of the Association of Polar Early Career Scientists (APECS), was created in 2013 to improve the dissemination of polar sciences towards the general public and school children in particular, through activities developed in French for French schools. During the autumn of 2014, a young polar oceanographer from the University Pierre and Marie Curie, Zoé Koenig, participated in an expedition on board a sailing vessel in the Southern Ocean. APECS-France set up a new education and outreach project called "Zoé en Expé". Using different media, about 800 children, aged 6 to 12, and from 40 schools, were actively involved in the project. Interactions between Zoé and the students occurred before, during, and after the expedition, through a newsletter, a blog updated in real-time during the expedition, webinars (interactive video-conferences), and visits in classrooms when possible. Teachers were given a list of websites dedicated to polar and oceanographic science outreach and activities adapted to the age and level of the students were offered. Different activities were developed around the expedition, depending on teachers' objectives and children affinities. In particular, students were able to relate to the expedition by imagining a day in the life of Chippy, the mascot of the expedition. They were then asked to draw and/or write Chippy's adventures. APECS-France is now planning to edit a children's book using students' drawings as well as photographs taken during the expedition. Older students were also able to follow in real-time sensors released in the Southern Ocean by Zoé, measuring salinity and temperature. Throughout this 3-month project, children were able to study a wide range of topics (oceanography, biology, history, geography…). The expedition and the educational project allowed raising the awareness of children about the fragile and badly known Antarctic environment.
Biscotti, Dina Louise
Autonomy is a social product. Although some might view autonomy as the absence of social interference in individual action, it is in fact produced through social institutions. It enables social actors to act; it is the justification for the allocation of enormous public resources into institutions classified as "public" or "nonprofit;" it can lead to innovation; and, significantly, it is key to the public acceptance of new technologies. In this dissertation, I analyze the social construction of autonomy for academic science in U.S. university-industry agricultural biotechnology research collaborations. University-industry relationships (UIRs) are a site of concern about the influence of commercial interests on academic science. Agricultural biotechnology is a contentious technology that has prompted questions about the ecological and public health implications of genetically-modified plants and animals. It has also spurred awareness of the industrialization of agriculture and accelerating corporate control of the global food system. Through analysis of in-depth interviews with over 200 scientists and administrators from nine U.S. research universities and thirty agricultural biotechnology companies, I find that both the academy and industry have a vested interest in the social construction of the academy as an autonomous space from which claims to objective, disinterested scientific knowledge can be made. These claims influence government regulation, as well as grower and public acceptance of agricultural biotechnology products. I argue that the social production of autonomy for academic science can be observed in narratives and practices related to: (1) the framing of when, how and why academic scientists collaborate with industry, (2) the meanings ascribed to and the uses deemed appropriate for industry monies in academic research, and (3) the dissemination of research results into the public domain through publications and patents. These narratives and practices
Jacqueline A. Ashby
Full Text Available The thesis of this paper is that the "rational fool" syndrome can be applied to mainstream public sector agricultural research that is conducted in a way that is rational in the short term, but acts against its own long-term viability. Historically, a main concern of such research has been to maximize high levels of food production together with low prices to consumers. As a result, mainstream agricultural science has ignored negative impacts or externalities, which has contributed to a crisis of credibility with the general public and politically sensitive decision makers. A long-term strategic research agenda for the public sector is being defined that is new and relevant to present efforts to integrate natural resource management and sustainable agricultural production. Such an agenda must be understood as a way of managing natural resources for the production of food and environmental services essential to human well-being. If agricultural systems are viewed and managed as parts of whole ecosystems, the key properties of complex systems that need to be taken into account will force researchers to consider long-term effects and environmental externalities. Research products will then be increasingly strategic in nature, and the research process will be "democratized" as it involves and gains the support of a broad set of stakeholders. Private sector research cannot be expected to meet this need because strategic studies of resource management are required that cannot be made exclusive or proprietary and are, in other words, public goods. Several innovative research initiatives are under way that signal opportunities for change. This paper first elaborates on this argument and then illustrates key elements of the integrated natural resource management approach, with examples of approaches that show promise as alternatives to mainstream agricultural science. Although numerous and diverse, integrated approaches manifest several properties that
Blackwell, Edith Lavonne
The identity of the teacher has been determined to influence classroom practices. Positional identity is defined as one's perception of self relative to others. This qualitative research study investigates the positional identity of five high school science teachers of different ethnicities and how their positional identities influence their classroom practices. Positional identity is thought to be determined by one's perception of how one's race, ethnicity, gender, age, religion and socioeconomic status position one relative to others. The methods of data collection included classroom observations, structured and semi-structured interviews, book club meetings, teacher journals, and researcher journals, demographic and online questionnaires. The teachers that overcame stereotypes based on race/ethnicity, gender and socioeconomic status felt empowered in their positional identities and were able to empower their students. The data also identified those teachers that struggle the most with finding their power within their positional identities were the immigrants that were not able to merge their personal identities within the pre-determined social positions they encountered in this society. The empowerment or powerlessness of the science teachers' positional identities impacted instruction and practices within the science classroom.
Ma, Xin; Ma, Lingling
In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.
Kellagher, E.; Scherrer, D. K.; Buhr Sullivan, S. M.
The SDO instruments (EVE, AIA and HMI) teams have created a digital comic book series for upper elementary and middle school students featuring solar science aficionados Camilla and Colours, 2 cool mascot characters. These comics may be printed or read on mobile devices and are available as a free download. Many teachers are looking for resources to use with their students via the IPad so our collaboration helps supply teachers with a great resource that teaches about solar concepts and helps dispel solar misconceptions. It doesn't come as a surprise to a lot of us, but a recent study confirms what's been theorized for years: Comics are a stronger learning tool than text books. Image-based storytelling is a powerful educational tool. Comics are probably more able to combine story and information simultaneously, more effectively and seamlessly, than almost any other medium. There's also a great potential to incorporate interactive elements into digital versions, so that more information can be presented on certain items on a page. For example, videos, animations and even historic footage and audio can be embedded into digital comics. Really, the possibilities are limited only by the creators' imaginations as to how to find new ways to create a rich experience that is interesting to explore for students. We are excited to unveil this new series of solar science comics that promotes science literacy with upper elementary and middle school students.
Science on Stage web site at 12:00 CET on Friday 25 November. In addition, highlights of the Festival will feature in a new "Science in School" journal, to be launched by EIROforum in 2006. The new journal is dedicated to best teaching materials and practices in Europe. The festival is the final event of a two-year-long programme of events that has taken place in virtually every European country and from which delegates have been selected for their outstanding projects promoting science. The event continues the vastly successful "Physics on Stage" festivals organised by EIROforum organisations in 2000, 2002 and 2003. Journalists are cordially invited to take part in this unique European event. The detailed programme and practical details are available on the Science on Stage web site at http://www.cern.ch/sos
Fortus, David; Daphna, Limor
Israeli students and their families can choose between state-funded secular, religious, orthodox, and other alternative schools (e.g., Waldorf, Montessori, democratic). Earlier studies showed that the motivation to engage with science differs greatly between Israeli students in secular schools and democratic schools, with these differences being attributed to differences in school culture rather than home influence (Vedder-Weiss & Fortus, 2011, 2012). In this study we extend earlier studies by looking at religious state-funded schools that serve 18% of Israel's Jewish population. These schools provide a unique research environment since from grade 6 they are gender-separated. We examined the science-related mastery, performance-approach, and performance-avoid goal orientations, perceptions of the science teachers, parents, schools, and peers' goal emphases in relation to science of the students in these schools. We compared between students in religious schools (newly collected data) and secular schools (data reported in prior studies), and found that there is a distinct difference between these two populations that is associated with differing attitudes toward gender and science at these schools. This study provides additional evidence for the influence of culture on students' motivation to engage with science, suggests mechanisms by which this influence may occur.
Evolving An Effective Trade Policy Against Agricultural Subsidies Of ... An analysis of the cost effectiveness of replacing maize with wheat offal in broiler ... A D Ologhobo, O A Adebiyi, S T Ogunbanwo, 150-159 ... AJOL African Journals Online.
Steakley, Carrie Capers
This study investigated the effects of a high school science intervention program that included hands-on activities, science-related career information and exposure, and real-world experiences on girls' attitudes and achievement in science. Eighty-four girls, 44 ninth-graders and 40 tenth-graders, and 105 parents participated in the study. Survey data was collected to assess the girls' attitudes toward science in seven distinct areas: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Additional questionnaires were used to determine the extent of the girls' participation in sports and the attitudes of their parents toward science. The girls' cumulative science semester grade point averages since the seventh grade were used to assess academic science achievement. This study found no evidence that participation in the program improved the girls' attitudes or achievement in science. Parent attitudes and years of participation in sports were not accurate predictors of science achievement. Additionally, no significant relationship was detected between the girls' and their parents' perceptions of science. However, the study did suggest that extended participation in sports may positively affect science achievement for girls. This study holds implications for educational stakeholders who seek to implement intervention methods and programs that may improve student attitudes and achievement in science and attract more youth to future science-related careers.
To help young learners understand basic solar system science concepts and retain what they learn, NASA's Discovery Program collaborated with KidTribe to create "Space School Musical," an innovative approach to teaching about the solar system that combines science content with music, fun lyrics, and choreography. It's an educational "hip-hopera" that moves and grooves its way into the minds and memories of students and educators alike. Kids can watch the videos, learn the songs, do the cross-curricular activities, and perform the show themselves. "Space School Musical" captures students attention as it brings the solar system to life, introducing the planets, moons, asteroids and more. The musical uses many different learning styles, helping to assure retention. Offering students an engaging, creative, and interdisciplinary learning opportunity helps them remember the content and may lead them to wonder about the universe around them and even inspire children to want to learn more, to dare to consider they can be the scientists, technologists, engineers or mathematicians of tomorrow. The unique Activity Guide created that accompanies "Space School Musical" includes 36 academic, fitness, art, and life skills lessons, all based on the content in the songs. The activities are designed to be highly engaging while helping students interact with the information. Whether students absorb information best with their eyes, ears, or body, each lesson allows for their learning preferences and encourages them to interact with both the content and each other. A guide on How to Perform the Play helps instructors lead students in performing their own version of the musical. The guide has suggestions to help with casting, auditions, rehearsing, creating the set and costumes, and performing. The musical is totally flexible - the entire play can be performed or just a few selected numbers; students can sing to the karaoke versions or lip-sync to the original cast. After learning about
Nthathakane, Malefu Christina
This study investigated how Basotho high school biology students responded to a multicultural science education (MCSE) approach. Students' home language---Sesotho---and cultural experiences were integrated into the teaching of a unit on alcohol, tobacco and other drugs (ATOD) abuse. The focus was on students whose cultural background is African and who are English second language users. The study was conducted in three high school biology classrooms in Lesotho where the ATOD unit was taught using MCSE. A fourth biology classroom was observed for comparison purposes. In this classroom the regular biology teacher taught ATOD using typical instructional strategies. The study was framed by the general question: How does a multicultural science education approach affect Basotho high school biology students? More specifically: How does the use of Sesotho (or code-switching between Sesotho and English) and integration of Basotho students' cultural knowledge and experiences with respect to ATOD affect students' learning? In particular how does the approach affect students' participation and academic performance? A qualitative research method was used in this study. Data were drawn from a number of different sources and analyzed inductively. The data sources included field-notes, transcripts of ATOD lessons, research assistant lesson observation notes and interviews, regular biology teachers' interviews and notes from observing a few of their lessons, students' interviews and pre and posttest scripts, and other school documents that recorded students' performance throughout the year. Using the students' home language---Sesotho---was beneficial in that it enabled them to share ideas, communicate better and understand each other, the teacher and the material that was taught. Integrating students' cultural and everyday experiences was beneficial because it enabled students to anchor the new ATOD ideas in what was familiar and helped them find the relevance of the unit by
Bunch, James Charles
The purpose of this study was twofold: 1) to compare the effectiveness of two teaching methods (i.e., lecture/discussion and digital game-based learning) on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma; 2) to…
Rosenzweig, Cynthia E.; Jones, James W.; Hatfield, Jerry L.; Antle, John M.; Ruane, Alexander C.; Mutter, Carolyn Z.
The Agricultural Model Intercomparison and Improvement Project (AgMIP) was founded in 2010. Its mission is to improve substantially the characterization of world food security as affected by climate variability and change, and to enhance adaptation capacity in both developing and developed countries. The objectives of AgMIP are to: Incorporate state-of-the-art climate, crop/livestock, and agricultural economic model improvements into coordinated multi-model regional and global assessments of future climate impacts and adaptation and other key aspects of the food system. Utilize multiple models, scenarios, locations, crops/livestock, and participants to explore uncertainty and the impact of data and methodological choices. Collaborate with regional experts in agronomy, animal sciences, economics, and climate to build a strong basis for model applications, addressing key climate related questions and sustainable intensification farming systems. Improve scientific and adaptive capacity in modeling for major agricultural regions in the developing and developed world, with a focus on vulnerable regions. Improve agricultural data and enhance data-sharing based on their intercomparison and evaluation using best scientific practices. Develop modeling frameworks to identify and evaluate promising adaptation technologies and policies and to prioritize strategies.
Glasser, Howard M.
The U.S. Department of Education's amended regulations to Title IX have attempted to expand the circumstances in which single-sex classes are permissible in public schools. This ethnographic study uses grounded theory to investigate aspects of one single-sex offering at a public, coeducational middle school. Applying elements of postmodern, queer, and sociocultural lenses, it examines the perspectives for this offering, shedding insight into the cultures of two single-sex classrooms and what it meant to be a boy or girl in this setting. Additionally, it focuses attention on the all-boy and all-girl science classes that were taught by the same teacher and examines what it meant to learn science as boys and girls in this program. Although participants supplied financial, socio-emotional, and academic reasons for these classes, the initial motivation for these classes stemmed from the teachers' desire to curb the amount of sex talk and related behaviors that were exhibited in their classrooms. Through these conversations and classroom events, the girls were constructed as idealized students, academically and behaviorally, who needed to be protected from boys' behaviors---both boys' dominating classroom behaviors and aggressive (hetero)sexual behaviors. Conversely, boys were constructed as needing help both academically and behaviorally, but in the specific discipline of science boys were identified as the sex that was more interested in the content and gained greater exposure to skills that could assist them in future science courses and careers. Overall, boys and girls, and the culture of their two classrooms, were regularly defined relative to each other and efforts were made to maintain these constructed differences. As a result, the classes and students were hierarchically ranked in ways that often pitted one sex of students, or the entire class, as better or worse than the other. The theory emerging from this study is that single-sex policies arise and survive
This dissertation examines student questions within three Communities of Practice (CoP), all urban middle school science environments. The study analyzed student questions from a sociocultural perspective and used ethnographic research techniques to detail how the CoP's shaped questions in the classroom. In the first study, two case study girls attempted to navigate questioning events that required them to negotiation participation. Their access to participation was blocked by participation frameworks that elevated some students as "gatekeepers" while suppressing the participation of others. The next two studies detail the introduction of written questioning opportunities, one into a public middle school classroom and the other into an informal classroom. In both studies, students responded to the interventions differently, most notable the adoption of the opportunity by female students who do not participate orally. Dissertation-wide findings indicate all students were able to ask questions, but varied in level of cognitive complexity, and the diagnostic interventions were able to identify students who were not known to be "target students", students who asked a high number of questions and were considered "interested in science". Some students' roles were as "gatekeepers" to participation of their peers. Two out of three teachers in the studies reported major shifts in their teaching practice due to the focus on questions and the methods used here have been found to be effective in producing educational research as well as supporting high-need classrooms in prior research. In conclusion, these studies indicate that social factors, including participation frameworks, gender dynamics, and the availability of alternative participation methods, play an important role in how students ask science-related questions. It is recommended that researchers continue to examine social factors that reduce student questions and modify their teaching strategies to facilitate
Forbes, Anne; Skamp, Keith
MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.
Geveke, Carla; Steenbeek, Henderien; Doornenbal, Jeannette; van Geert, Paul
The number of out-of-school science programs, which refers to science education at outside school environments, is gradually increasing. Although out-of-school programs are generally considered to be important for the development of pupils’ science knowledge and skills, more evidence concerning the
This manual is intended to act as a working guide for setting up a Science Fair Volunteer Support Committee at your school. The Science Fair Volunteer Support Committee, or SFVSC, is the key component of the Science Fair Self-Help program, which was developed by Sandia National Laboratories and is designed to support a school`s science activities. The SFVSC is a team of parents and community volunteers who work in concert with a school`s teaching staff to assist and manage all areas of a school Science and Engineering Fair. The main advantage of creating such a committee is that it frees the science teachers from the organizational aspects of the fair and lets them concentrate on their job of teaching science. This manual is based on information gained through a Self-Help Development pilot program that was developed by Sandia National Laboratories during the 1991--92 school year at three Albuquerque, NM, middle schools. The manual describes the techniques that were successful in the pilot program and discusses how these techniques might be implemented in other schools. This manual also discusses problems that may be encountered, including suggestions for how they might be resolved.
Holloway, A. E.
The National Ocean Sciences Bowl (NOSB) is an informal high school education program that engages students in ocean and environmental science and exposes them to the breadth of ocean-related careers. The NOSB strives to train the next generation of interdisciplinary capable scientists and build a STEM-literate society that harnesses the power of ocean and climate science to address environmental, economic, and societal issues. Through the NOSB, students not only learn scientific principles, but also apply them to compelling real-world problems. The NOSB provides a richer STEM education and exposes students to ocean science topics they may not otherwise study through classroom curriculum. A longitudinal study that began in 2007 has shown that NOSB participants have an enhanced interest in ocean-related hobbies and environmental stewardship and an increasing number of these students have remained in the STEM pipeline and workforce.While the NOSB is primarily an academic competition, it has evolved since its creation in 1998 to include a variety of practical and professional development components. One of the program enhancements, the Scientific Expert Briefing (SEB), gives students the opportunity to apply what they have studied and think critically about current and ongoing ocean science challenges. The SEB helps students connect their knowledge of ocean science with current and proposed policy initiatives. Students gain significant research, writing, and presentation skills, while enhancing their ability for collaboration and consensus building, all vital workforce skills. Ultimately, the SEB teaches students how to communicate complex scientific research into digestible information for decision-makers and the general public.This poster will examine the impact of the NOSB and its role in strengthening the workforce pipeline through a combination of independent learning, competition, and opportunities for communication skills development.
Sowell, Scott P.
This research joins the gender equity conversation within science education by providing a feminist poststructural analysis of teachers' doing gender and teaching science. Feminist poststructuralism is used in recognition of the oppressive nature of dualistic modes of thought, which often reduce reality into a limiting either/or fallacy and can be theoretically constraining as research within any particular field becomes more sophisticated. By uprooting the concept of gendered identity from the unproductive grip of essentialism, and conceptualizing it instead as a shifting 'work in progress,' feminist poststructuralism provides an invigorating theoretical framework from which to conduct inquiries. From a this perspective, the identity of a teacher, as any identity, is not a fixed entity, but rather an unfinished project, swarmed upon by a variety of competing discourses. Situated in a rural middle school in the Florida panhandle, this research explores how numerous discourses compete to define what it means to be a female science teacher. More specifically, the aims of this research are to explore: (a) how the participants negotiated successful gendered identities within science and (b) how this taking up of subject positions crystallized into classroom practices which worked to reproduce and/or challenge commonsense notions of the heteropatriarchal gender dualism as well as the enmeshment of masculinity and science. Findings illustrate a wide array of classroom pedagogical practices, ranging from antioppressive emancipatory constructions of both gender and science to more traditional objectivist constructions that validated the patriarchal status quo. Explicating teacher identity as effects of these pedagogical approaches proved insightful in unveiling notions of resistance, frustration, enthusiasm, and agency as the teachers reflected on their practice.
Koballa, Thomas R., Jr.
Identifies communicators whom eighth-grade girls perceive as credible regarding reasons for taking elective physical science courses in high school. Finds that father, woman science teacher, mother, and boy high school student are ranked highly. Attributes associated with the communicators were classified as prestige, trustworthiness, similarity,…
The purpose of this phenomenological study was to examine the perceptions of Texas public Montessori school principals as instructional leaders in science. Twelve public Montessori school principals were interviewed for this study. Two research questions were used: How do public Montessori principals perceive Texas science standards in public…
Akuma, Fru Vitalis; Callaghan, Ronel
The science education budget of many secondary schools has decreased, while shortages and environmental concerns linked to conventional Science Education Equipment and Materials (SEEMs) have emerged. Thus, in some schools, resourceful educators produce low-cost equipment from basic materials and use these so-called improvised SEEMs in practical…
This aim of this research was to examine the levels of motivation among high school social science students towards learning geography. The study group consisted of 397 students from different classes at Aksaray Ahmet Cevdet Pasa High School in the College of Social Science. The research was carried out with a scanning model, with data obtained…
Huang, Shaobo; Mejia, Joel Alejandro; Becker, Kurt; Neilson, Drew
Improving high school physics teaching and learning is important to the long-term success of science, technology, engineering, and mathematics (STEM) education. Efforts are currently in place to develop an understanding of science among high school students through formal and informal educational experiences in engineering design activities…
Adams, Jennifer D.; Gupta, Preeti; DeFelice, Amy
In this metalogue we build on the arguments presented by Puvirajah, Verma and Webb to discuss the nature of authentic science learning experiences in context of collaborations between schools and out-of-school time settings. We discuss the role of stakeholders in creating collaborative science learning practices and affordances of out of school…
Yildirim, Bekir; Türk, Cumhur
In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers…
Wang, Chia-Yu; Wu, Hsin-Ka; Lee, Silvia Wen-Yu; Hwang, Fu-Kwun; Chang, Hsin-Yi; Wu, Ying-Tien; Chiou, Guo-Li; Chen, Sufen; Liang, Jyh-Chong; Lin, Jing-Wen; Lo, Hao-Chang; Tsai, Chin-Chung
Studies that incorporate technologies into school science laboratories have proliferated in the recent two decades. A total of 42 studies published from 1990 to 2011 that incorporated technologies to support school science laboratories are reviewed here. Simulations, microcomputer-based laboratories (MBLs), and virtual laboratories are commonly…
Salonen, Anssi; Hartikainen-Ahia, Anu; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula
School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were…
Martin, Alexis; McAlear, Frieda; Scott, Allison
"Path Not Found: Disparities in Access to Computer Science Courses in California High Schools" exposes one of the foundational causes of underrepresentation in computing: disparities in access to computer science courses in California's public high schools. This report provides new, detailed data on these disparities by student body…
Dorph, Rena; Schunn, Christian D.; Crowley, Kevin
The Coalition for Science After School highlights the dual nature of outcomes for science learning during out-of- school time (OST): Learning experiences should not only be positive in the moment, but also position youth for future success. Several frameworks speak to the first set of immediate outcomes--what youth learn, think, and feel as the…
Over a year, a small group of high school students risked their afternoons and summer to participate in a science program that was "much different from science class." This was one of several after-school programs in Oakland and Richmond that the author was leading as an instructor with the East Bay Academy for Young Scientists (EBAYS). Students…
Paulsen, Thomas H.; Martin, Robert A.
The purpose of this multi-state study was to identify agricultural education teachers' perceived level of importance regarding selected instructional supervisory practices used in the nonformal components of agricultural education. The theoretical frame supporting this study was the theory of andragogy. Data were reported on the perceived…
De Barros Miller, Anne Marie
In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers' beliefs affect their implementation of inquiry science and science fair. It was hypothesized that science teachers' beliefs about inquiry science and science fair are predictive of their implementation of such strategies. A case study approach and semi-structured interviews were employed to collect the data, and an original thematic approach was created to analyze the data. Findings seem to suggest that science teachers who embrace science inquiry and science fair believe these practices enhance students' performance, facilitate their learning experience, and allow them to take ownership of their learning. However, results also suggest that teachers who do not fully embrace inquiry science as a central teaching strategy tend to believe that it is not aligned with standardized tests and requires higher cognitive skills from students. Overall, the study seems to indicate that when inquiry is presented as a prescribed teaching approach, this elicits strong negative feelings/attitudes amongst science teachers, leading them not only to resist inquiry as a teaching tool, but also dissuading them from participating in science fair. Additionally, the findings suggest that such feelings among teachers could place the school at risk of not implementing inquiry science and science fair. In conclusion, the study reveals that science inquiry and science fair should not be prescribed to teachers as a top-down, mandatory approach for teaching science. In addition, the findings suggest that adequate teacher training in content knowledge and pedagogy in science inquiry and science fair should be encouraged, as this could help build a culture of science inquiry and implementation amongst teachers. This should go hand-in-hand with offering mentoring to science teachers new to inquiry and science fair for 2-5 years.
Woska, Joseph R., Jr.; Collins, Danielle M.; Canney, Brian J.; Arcario, Erin L.; Reilly, Patricia L.
"Partners in Science" is a cooperative program between Boehringer Ingelheim Pharmaceuticals, Inc. and area high schools in the community surrounding our Connecticut campus. It is a two-phase program that introduces high school students and teachers to the world of drug discovery and leading-edge pharmaceutical research. Phase 1 involves…
The purposes of this study were to identify the in-service needs of high school science teachers in Istanbul, Turkey according to the subgroups such as school type and gender and determine the priority obstacles preventing these science teachers from attendance at in-service programs. Moreover, this study aimed to find the other greatest needs of high school science teachers that are not mentioned in the survey instrument. The data for this research was gathered by conducting a survey in Istanbul, Turkey in Fall 2001 and Spring 2002 Semesters. Turkish translation of the modified version of a science teacher's needs inventory, Science Teacher Inventory of Need (STIN), entitled STIN-2 was used as the survey instrument. The subjects consisted of 75 high school science teachers who were selected from 369 high schools by using stratified random sampling in grades nine through eleven. By personally administering the survey, 422 science teachers from 75 high schools completed the survey and a 97% response rate was achieved. The results obtained in this study show that Turkish high school science teachers in Istanbul have a number of shared needs. One other indication is that they also have a number of needs, which are specific to subgroups of those science teachers.
Visit of Professor Shigehiko Hasumi. President of Tokyo University, Japan, Professor Kazuo Okamoto, Head of Graduate School of Mathematical Sciences, Professor Toshiteru Matsuura, Head of Graduate School of Arts and Sciences
Visit of Professor Shigehiko Hasumi. President of Tokyo University, Japan, Professor Kazuo Okamoto, Head of Graduate School of Mathematical Sciences, Professor Toshiteru Matsuura, Head of Graduate School of Arts and Sciences
Impressive progress in the science of agriculture and food production has helped significantly in feeding the world's growing population over the past 50 years. Surprisingly, major challenges still remain. Though formal education or schooling and the cognitive skills it helps to develop, contributes to agricultural production ...
Garcia, Yeni Violeta
The inclusion of learners from underrepresented background in biology field research experiences has not been widely explored in the literature. Increased access and equity to experiences for groups historically underrepresented in science, technology, engineering, and mathematics (STEM) has been identified as a priority for many, yet little is known about the components these experiences should have and what types of transformations participants undergo as a result of these experiences. This dissertation explored the systemic creation of an intervention purposely designed to serve middle school girls from underrepresented backgrounds, the implementation of such intervention, and effect on the girls' science competence and science confidence. El Espejo, Spanish for "The Mirror," was an ongoing field ecology research program for middle schools girls founded in 2009 at a local interdisciplinary learning center. Girls from all walks of life had the opportunity to be apprentice researchers and to work with scientists and science educators from the local community. All activities were strategically designed to promote student-led inquiry, career awareness, cultural awareness, and opportunities for research and mentorship for girls from underrepresented backgrounds. An increased understanding of if, how, and why this experience was perceived by the girls to be life changing was of importance to add to the conversations that seek ways to inspire and prepare this generation of students to be the next generation of scientists. The study built on systems theory, and on theories that were embedded in the participants' system: critical race theory, identity theory, and experiential learning theory, grounded in the context of the lived experiences of girls from underrepresented backgrounds. The girls' experiences were captured through journals, observer participant notes, photo-documentation, artifacts (posters, videos) created by the girls, and by using science perception
Fraze, Lacee Brianne; Wingenbach, Gary; Rutherford, Tracy; Wolfskill, Lawrence A.
The purpose of this study was to determine if selected high school students' participation in a summer agricultural communications workshop affected their self-efficacy and attitudes toward agriculture as a subject, college major, and/or as a career. Data were gathered from an accessible population (N = 145), from which a purposive sample (n = 94)…
Ujeno, Yowri; Okamura, Seizo; Inaoka, Mariko; Nakase, Yoshiaki.
To know senior high school education and recognition of nuclear science, questionnaire survey was made in a total of 619 university, college or occupational school students who graduated from senior high schools before 1993. Female students accounted for 95% (n=589) because females are believed to more strongly affect the next generation than males. Of these students, 92.7% had graduated from the ordinary course of senior high school. Students who majored in physical science accounted for 38.6%. In the physical science curriculum, nuclear science had been selected in 27.8% of the students. Among the students who majored in physical science, 38.1% did not memorize the learning of basic physical science at all, and only 25% memorized the learning. These results suggest that the learning of physical science is extremely insufficient. However, such an unfamiliar phenomenon of physical science seems to be closely related to the examination system to universities and colleges. The reason why few people give a debate upon atomic power generation is that people have no accurate knowledge because of their insufficient school learning of nuclear science. Only 19.1% had taken lessons of atomic power generation in the curriculum of social science. Serious problems of the senior high school educational system are pointed out. (N.K.)
Wiyanto; Hartono; Nugroho, S. E.
The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.
This article outlines the journey of behavioral sciences education from a multidisciplinary array of topics to a discipline with a name, core identity, and mission in dental schools' curricula. While not exhaustive, it covers pivotal events from the time of the Gies report in 1926 to the present. Strengths and weaknesses of current behavioral sciences instruction in dental schools are discussed, along with identification of future opportunities and potential threats. Suggestions for future directions for behavioral sciences and new roles for behavioral sciences faculty in dental schools are proposed. This article was written as part of the project "Advancing Dental Education in the 21 st Century."
Speering, Wendy; Rennie, Léonie
As students move through school, attitudes to school in general, and science in particular, become less positive. This paper reports on a longitudinal study which mapped, from the students' point of view, the transition between primary and secondary school in Western Australia. The study focused on the subject of science, and used both quantitative and qualitative methods. During the transition, there is a considerable change in the organisation of the school, the curriculum and the teacherstudent relationship. Students in this study, especially the girls, were generally disenchanted with the teaching strategies used in their secondary science classrooms, and regretted the loss of the close teacher-student relationship of their primary school years. Their perceptions were that science in secondary school was not what they had expected, and this experience may have long term implications for their subject and career choices.
Anderson, Janice L.; Barnett, Mike
The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with middle school students. To this end, we explored the impact of using a game called Supercharged! on middle school students' understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry-oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! The control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference, F(2,91) = 3.6, p hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that game designers should embed meta-cognitive activities such as reflective opportunities into educational video games in order to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience.
Center for Advancement of Informal Science Education, 2010
Throughout the world, and for many decades, science-rich cultural institutions, such as zoos, aquaria, museums, and others, have collaborated with schools to provide students, teachers and families with opportunities to expand their experiences and understanding of science. However, these collaborations have generally failed to institutionalize:…
Malamitsa, Katerina; Kasoutas, Michael; Kokkotas, Panagiotis
In this paper, the development of sixth grade students' critical thinking skills in science courses is discussed relatively to the contribution of the integration of aspects of History of Science into instruction. Towards this direction a project on electromagnetism was designed and implemented aiming to engage primary school students in a…
Bocanumenth Puerta, A.
The interactions are analyzed among the human being and the ecological capital that wrap reactions and conflicts among the economic growth, the poverty and the environment and that they impact in the activity agricultural more that in any other sector of the production. It stands out as decisive factors in the evolution of the agriculture and the technology demand in an immediate future in the environment of Latin America, the nature change inside the national economies, the urbanization and the demand of foods and the liberation of markets and regional economic integration. The opportunities and technological limitations and the investigation structure are discussed in the agriculture and the technological development in the regional environment and the paper of CORPOICA in an institutional model of investigation and technological development framed in the previous reflections
Grimes, Mary Katheryn
Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a culturally diverse charter school responded to a Multicultural Science program. Furthermore, this research sought to better understand the dynamics of teaching and learning strategies used within the paradigm of Multicultural Science. The school's Robotics class, a class typically stereotyped as fitting within the misconceptions associated with the Western Modern Science paradigm, was the center of this case study. A triangulation of data consisted of class observations throughout two semesters; pre and post student science attitude surveys; and interviews with individual students, Robotic student teams, the Robotics class instructor, and school administration. Three themes emerged from the data that conceptualized the influence of a Multicultural Science curriculum with ethnically diverse students in a charter school's Robotics class. Results included the students' perceptions of a connection between science (i.e., Robotics) and their personal lives, a positive growth in the students' attitude toward science (and engineering), and a sense of personal empowerment toward being successful in science. However, also evident in the findings were the students' stereotypical attitudes toward science (and scientists) and their lack of understanding of the Nature of Science. Implications from this study include suggestions toward the development of Multicultural Science curricula in public schools. Modifications in university science methods courses to include the Multicultural Science paradigm are also suggested.
Alarcon, Maricela H.
Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators
responsibility for their own learning committed themselves to learn the scientific language. The study shows that in school science there has to be scaffolding around a project to insure that all students gain experience with science as a learning process in an environment with self-motivated, self......The study has the overall goal of finding suggestions for improving school visits to Science Centres and similar places. One such centre (Experimentarium) has established a partnership with a nearby school to investigate possibilities for cooperation. This case story tells about a project where...... tenth graders were trained to become museum ?explainers? as part of their science education. The objectives were to investigate if it was possible to obtain a quality out-of?school experience using the Experimentarium as a science lab. The intention of the study was to look at science learning...
Nordby, Mette; Knain, Erik; Jonsdottir, Gudrun
This article presents a qualitative study focusing school science in two vocational classes, upper secondary school, Norway. The fact that many vocational students find little meaning in school science forms the backdrop. The students were introduced to teaching combining an excursion to a district heating plant and classroom lessons, with the use of mobile phones for documentation. Thematic analysis is used to explore the students’ experiences by analysing their behaviour and utterances. A m...
This study explored the significance of technology integration familiarization and the subsequent PD provided to rural middle school teachers with several opportunities to gain technological skills for technology use in rural middle school math and science classrooms. In order to explore the use of technology in rural schools, this study surveyed…
Motivation in science in school is a national issue but is often overlooked in educational reform (Usher, A., and N. Kober. 2012. "Student motivation -- An overlooked piece of school reform". Centre on Education Policy, Graduate School of Education and Human Development. The George Washington University). Despite new curriculum content…
Geveke, Carla H.; Steenbeek, Henderien W.; Doornenbal, Jeannette M.; Van Geert, Paul L. C.
In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the
Sanders, Joan G.
Scope and Method of Study: This study assesses the status of Earth and environmental sciences education in Texas Public High Schools by analyzing enrollment proportions of 11th and 12th grade students in 607 Independent School Districts (ISD) for the 2010-2011 academic school year using a quantitative, non-experimental alpha research design. This…
Contextualising science instruction has been found to improve pupils' understanding of science content since it links science content to the context of the pupil. Science teachers play vital roles in this effort to make science teaching relevant to the Ghanaian child through contextualisation of science instruction.
Although many national studies have been conducted on the effectiveness of magnet programs, there is limited research involving math, science, and technology magnet schools and their influence on student academic performance, especially at the middle school level. The purpose of this study was to determine whether a statistical difference existed…
Vakili, Khatoon; Pourrazavy, Zinat alsadat
The aim of this study is comparing math anxiety of secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari. The purpose of the research is applied research, it is a development branch, and in terms of the nature and method, it is a causal-comparative research. The statistical…
Liddell, Martha Sue
This study focused on the implementation of a discovery-oriented science education program at a rural elementary school in Mississippi. The instructional leadership role of the principal was examined in the study through identification and documentation of processes undertaken by the principal to implement a discovery-oriented science education program school. The goal of the study was to develop a suggested approach for implementing a discovery-oriented science education program for principals who wish to become instructional leaders in the area of science education at their schools. Mixed methods were used to collect, analyze, and interpret data. Subjects for the study consisted of teachers, students, and parents. Data were collected through field observation; observations of science education being taught by classroom teachers; examination of the principal's log describing actions taken to implement a discovery-oriented science education program; conducting semi-structured interviews with teachers as the key informants; and examining attitudinal data collected by the Carolina Biological Supply Company for the purpose of measuring attitudes of teachers, students, and parents toward the proposed science education program and the Science and Technology for Children (STC) program piloted at the school. To develop a suggested approach for implementing a discovery-oriented science education program, data collected from field notes, classroom observations, the principal's log of activities, and key informant interviews were analyzed and group into themes pertinent to the study. In addition to descriptive measures, chi-square goodness-of-fit tests were used to determine whether the frequency distribution showed a specific pattern within the attitudinal data collected by the Carolina Biological Supply Company. The pertinent question asked in analyzing data was: Are the differences significant or are they due to chance? An alpha level of .01 was selected to determine
Yukita, Kazuto; Goto, Tokimasa; Mizuno, Katsunori; Nakano, Hiroyuki; Ichiyanagi, Katsuhiro; Goto, Yasuyuki; Mori, Tsuyoshi
Recently the importance of Monozukuri (manufacturing) has been watched with keen interest as a social; problem, which has a relation with schoolchildren's decline of their academic standards, pointed out by the reports of PISA of OECD and TIMSS, etc., and their “losing interest in science” and “dislike of science”, some people worry about, which will lead to the decline of technology in the home industry, the top-class personnel shortage, and the decrease of economical power in this country in the future. In order to solve such a problem, science pavilions, universities, and academic societies of science and engineering etc. in various places hold “Monozukuiri Classrooms” or “Science Classrooms”. We can say that various activities which try to hold off “losing interest in science” and “dislike of science.” in the whole society. Under such a situation, Aichi Institute of Technology (AIT) to which we belong, also tries to contribute to the activity of solving the problem, and holds various engineering education lectures which intend for elementary, junior high school and senior high school students. AIT has held “The Whole Experience World” which tries to bring up a talented person who has a dream and hope towards science and technology, grows his/her originality, intellectual curiosity and spirit of inquiry, and supports the nation based on science and technology in the summer vacation since 2001. This paper reports the result of a questionnaire about what kind of the long-term learning effect on the children who participated in “The Whole Experience World” and “Boys and Girls Robot Lectures”. As the conclusion of the study, we can say that the lectures could give the participants who were interested in science and technology more interest. And we could give them the idea of what the study of science and technology is. As a result, we could contribute to the participants' decision of the courses' selection in life.
The successful implementation of the national high school Physical Sciences curriculum in South Africa, which places strong emphasis on critical thinking and reasoning abilities of students, would need teachers who are competent in cognitive skills and strategies. The main objectives of this study were to test South African high school Physical Sciences teachers' competence in the cognitive skills and strategies needed for studying Physical Sciences effectively and also to identify possible r...
Heighes, Deborah Anne
This descriptive and illuminative case study of one science department in a successful, urban, secondary school in the south of England considers the science department as a site of workplace learning and the experience of beginning teachers in this context. Policy change in initial teacher training (ITT) has given schools a major role in the recruitment of trainees and emphasized the schools’ role in their training. Additionally, there continue to be significant challenges to recruit science...
Ing, Marsha; Aschbacher, Pamela R; Tsai, Sherry M
This longitudinal study analyzes survey responses in seventh, eighth, and ninth grade from diverse public school students (n = 482) to explore gender differences in engineering and science career preferences. Females were far more likely to express interest in a science career (31%) than an engineering career (13%), while the reverse was true for males (58% in engineering, 39% in science). After controlling for student and school demographic characteristics, females were as consistent as male...
Full Text Available Purpose: This article challenges the outsiders' views on European school social science adopting genuine cosmopolitan views, when globalisation is treated in social science classrooms. Method: The article is based on the theoretical framework of educational governance analysis and on qualitative corpus analysis of representative German Laenders' social science curricula from 1994-2014 (n=13. Findings: The article highlights tendencies of renationalisation of the global learning agenda and the problematisation of democracy in contexts of globalisation studies at German schools.
Whitcher, Carrie Lynn
Adolescence is marked with many changes in the development of higher order thinking skills. As students enter high school they are expected to utilize these skills to solve problems, become abstract thinkers, and contribute to society. The goal of this study was to assess horticultural science knowledge achievement and attitude toward horticulture, science, and school in high school agriculture students. There were approximately 240 high school students in the sample including both experimental and control groups from California and Washington. Students in the experimental group participated in an educational program called "Hands-On Hortscience" which emphasized problem solving in investigation and experimentation activities with greenhouse plants, soilless media, and fertilizers. Students in the control group were taught by the subject matter method. The activities included in the Hands-On Hortscience curriculum were created to reinforce teaching the scientific method through the context of horticulture. The objectives included evaluating whether the students participating in the Hands-On Hortscience experimental group benefited in the areas of science literacy, data acquisition and analysis, and attitude toward horticulture, science, and school. Pre-tests were administered in both the experimental and control groups prior to the research activities and post-tests were administered after completion. The survey questionnaire included a biographical section and attitude survey. Significant increases in hortscience achievement were found from pre-test to post-test in both control and experimental study groups. The experimental treatment group had statistically higher achievement scores than the control group in the two areas tested: scientific method (p=0.0016) and horticulture plant nutrition (p=0.0004). In addition, the students participating in the Hands-On Hortscience activities had more positive attitudes toward horticulture, science, and school (p=0
Nsengimana, Théophile; Ozawa, Hiroaki; Chikamori, Kensuke
In 2006, Rwanda began implementing an Outcomes Based Education (OBE) lower secondary science curriculum that emphasises a student-centred approach. The new curriculum was designed to transform Rwandan society from an agricultural to a knowledge-based economy, with special attention to science and technology education. Up until this point in time…
Ibezim, Don O.; McCracken, J. David
A study examined the extent to which international agricultural dimensions were taught in secondary agricultural programs and factors associated with the extent of integration. A systematic sampling technique was used to select a random sample of 332 of the 2,612 secondary agricultural teachers in 12 states of the North Central United States. Of…
National Agricultural Research and Extension Users Advisory Board (USDA), Washington, DC.
Two areas which will have far reaching consequences for the future of United States agriculture are discussed: (1) biotechnology; and (2) critical economic research in world trade and commodity supply management. Topics in the first area include: controversies related to biotechnology; the relative importance of health, safety, and environmental…
Agricultural market integration and price communication: Case study of Cross border grain marketing between Nigeria and Niger Republic · EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. Z Abdusalam, JO Olukosi, AO Ogunbile, JP Voh, 32-41.
Properties of Prosopis juliflora and its potential uses in Asal areas of Kenya · EMAIL FULL TEXT EMAIL FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. D Shitanda, K Mukonyi, M Kagiri, M Gichua, L Simiyu, 15-27. Cashew nut shell liquid: an agricultural by-product with great potential for commercial ...
Full Text Available The growing societal significance of nanoscience and nanotechnology (NST entails needs for addressing these topics in school curricula. This study lays groundwork for responding to those needs in Finland. The purpose was to analyse the appropriateness of NST for secondary school curriculum contents. First, a week-long in-service teacher training course was arranged on content knowledge of NST. After attending the course, 23 experienced science teachers were surveyed regarding their views on the educational significance of these issues, and on prospects for including them into the curriculum. A questionnaire with open-ended questions was used. Qualitative content analysis of the responses revealed that the respondents considered NST as desirable contents for secondary school, but arranging instruction is problematic. The teachers emphasised the educational significance of many applications, scientific principles and ethical issues related to NST. The outcomes are discussed with reference to recent studies on teachers’ barriers and educational concerns regarding NST.
Walma van der Molen, Julie Henriëtte; van Aalderen-Smeets, Sandra; Asma, L.
This paper focuses on the importance of starting science and technology education at a young age and at the consequential importance of providing primary school teachers with enough professional background to be able to effectively incorporate science and technology into their teaching. We will
Fernandes, Meenakshi; Galloway, Rae; Gelli, Aulo; Mumuni, Daniel; Hamdani, Salha; Kiamba, Josephine; Quarshie, Kate; Bhatia, Rita; Aurino, Elisabetta; Peel, Francis; Drake, Lesley
Interventions that enhance linkages between healthy diets and local agriculture can promote sustainable food systems. Home-grown school feeding programs present a promising entry point for such interventions, through the delivery of nutritious menus and meals. To describe the adaptation of the School Meals Planner Package to the programmatic and environmental reality in Ghana during the 2014 to 2015 school year. Guided by a conceptual framework highlighting key considerations and trade-offs in menu design, an open-source software was developed that could be easily understood by program implementers. Readily available containers from markets were calibrated into "handy measures" to support the provision of adequate quantities of food indicated by menus. Schools and communities were sensitized to the benefits of locally sourced, nutrient-rich diets. A behavior change communication campaign including posters and songs promoting healthy diets was designed and disseminated in schools and communities. The School Meals Planner Package was introduced in 42 districts in Ghana, reaching more than 320 000 children. Monitoring reports and feedback on its use were positive, demonstrating how the tool can be used by planners and implementers alike to deliver nutritious, locally-sourced meals to schoolchildren. The value of the tool has been recognized at the highest levels by Ghana's government who have adopted it as official policy. The School Meals Planner Package supported the design of nutritious, locally sourced menus for the school feeding program in Ghana. The tool can be similarly adapted for other countries to meet context-specific needs. © The Author(s) 2016.
Paul H. Gobster
Landscape and Urban Planning encourages multiple perspectives and approaches to help understand landscapes as social-ecological systems, with the goal that by building a robust science of landscape we can provide sustainable solutions for guiding its change. But the link between science and practice, or more simply put, between knowledge and action, is not always clear...
There is currently much interest in improving the quality of science education in K-12 schools and encouraging more students, particularly minorities and women, to pursue careers in STEM fields. Two interrelated issues are at the forefront: the quality of science teachers and the supply of science teachers. Education research in general finds that the single most important school-based factor affecting student achievement is teacher quality. While there is little evidence that teacher credentials matter for student achievement in the lower grades, there is at least some evidence that content knowledge is an important determinant of teacher quality in middle and secondary schools. However, little is known about the pre-service preparation of high school science teachers and how the training of science teachers affects their performance in the classroom. While there are many efforts underway to increase the supply of science teachers, little is known about the supply of science teachers from different pathways and the factors that lead science teachers to leave the profession. In this presentation I discuss recent work on the supply of teachers from alternative pathways, focusing on high school science teachers. I also summarize the literature on teacher quality and attrition, emphasizing the current state of knowledge on secondary school teachers. Finally, I present current policy initiatives and discuss the likelihood of their success given current research findings.
Bolden, Marsha Gail
Some schools fall short of the high demand to increase science scores on state exams because low-performing students enter high school unprepared for high school science. Low-performing students are not successful in high school for many reasons. However, using inquiry methods have improved students' understanding of science concepts. The purpose of this qualitative research study was to investigate the teachers' lived experiences with using inquiry methods to motivate low-performing high school science students in an inquiry-based program called Xtreem Science. Fifteen teachers were selected from the Xtreem Science program, a program designed to assist teachers in motivating struggling science students. The research questions involved understanding (a) teachers' experiences in using inquiry methods, (b) challenges teachers face in using inquiry methods, and (c) how teachers describe student's response to inquiry methods. Strategy of data collection and analysis included capturing and understanding the teachers' feelings, perceptions, and attitudes in their lived experience of teaching using inquiry method and their experience in motivating struggling students. Analysis of interview responses revealed teachers had some good experiences with inquiry and expressed that inquiry impacted their teaching style and approach to topics, and students felt that using inquiry methods impacted student learning for the better. Inquiry gave low-performing students opportunities to catch up and learn information that moved them to the next level of science courses. Implications for positive social change include providing teachers and school district leaders with information to help improve performance of the low performing science students.
Zhang, Danhui; Tang, Xing
Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science…
Noam, Gil G.; Shah, Ashima
This chapter highlights the fit between youth-development-oriented programming and informal science activities in out-of-school time (OST) and illustrates how science and youth development can and should co-occur. The clover model and Dimensions of Success tool are introduced as lenses for designing and assessing science program quality in OST.…
Alshaqsi, Hanan; Ambusaidi, Abdullah
This study aimed to identify the patterns of classroom dialogue used by science teachers in science classes at Omani schools with respect to their gender. The study sample consisted of science teachers: three males and three females. To achieve the aims of the study, mixed methods with three instruments were used. These are an observation card or…
Hollins, Martin; Reiss, Michael J.
The last two decades have seen unprecedented interest in science curricula, with many governments seeing improvements in the performance of their school students in science as key to future economic prosperity. We present the results of an analysis of the curriculum documents for primary and secondary science in Australia (New South Wales and…
McKinnon, Merryn; Lamberts, Rod
The science teaching self-efficacy beliefs of primary school teachers influence teaching practice. The purpose of this research was to determine if informal education institutions, such as science centres, could provide professional development that influences the science teaching self-efficacy beliefs of pre-service and in-service primary school…
This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at…
Shea, Charlene K.
The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.
Schroeder, Meadow; Mckeough, Anne; Graham, Susan; Stock, Hayli; Bisanz, Gay
Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A…
National Science Resources Center Project to Improve Science Teaching in Elementary Schools with Special Emphasis on Department of Defense Dependents Schools and Other Schools Serving Children of Military Personnel
2555. NCTM to Publish Resource Directory ANNOUNCEMENTS The National Council of Teachers of Mathematics ’ ( NCTM ) Committee for a Coin- Coalition Launches...science and mathematics education: • DOD Apprenticeship Programs * DOD Teacher Internship Programs * DOD Partnership Programs * DOD Dependents Schools...elementary school teachers . The units also link science with other curriculum areas, including mathematics , language arts, social studies, and art. In
Bergmann, Nina; Basse, Wiebke; Prigge, Enno; Schelten, Christiane; Antia, Avan
Marine research is a dynamic thematic focus in Kiel, Germany, uniting natural scientists, economists, lawyers, philosophers, artists and computing and medical scientists in frontier research on the scientific, economic and legal aspects of the seas. The contributing institutions are Kiel University, GEOMAR Helmholtz Centre for Ocean Research Kiel, Kiel Institute for the World Economy and Muthesius University in Kiel. Marine science education in Kiel trains young scientists to investigate the role of the oceans in global change, risks arising from ocean usage and sustainable management of living and non-living marine resources. Basic fundamental research is supplemented with applied science in an international framework including partners from industry and public life. The Integrated School of Ocean Sciences (ISOS) established through the Cluster of Excellence "The Future Ocean", funded within the German Excellence Initiative, provides PhD candidates in marine sciences with interdisciplinary education outside of curricular courses. It supports the doctoral candidates through supplementary training, a framework of supervision, mentoring and mobility, the advisors through transparency and support of doctoral training in their research proposals and the contributing institutions by ensuring quality, innovation and excellence in marine doctoral education. All PhD candidates financed by the Helmholtz Research School for Ocean System Science and Technology (HOSST) and the Collaborative Research Centre 754 "Climate-biogeochemical interactions in the tropical ocean" (SFB 754) are enrolled at the ISOS and are integrated into the larger peer community. Over 150 PhD candidate members from 6 faculties form a large interdisciplinary network. At the ISOS, they sharpen their scientific profile, are challenged to think beyond their discipline and equip themselves for life after a PhD through early exposure to topics beyond research (e.g. social responsibility, public communication
Yang Zhao1 Haiqing Tong1 Ronghao Cai1 Xiaojian Peng1 Xiaoyu Li1 Defang Gan2 Suwen Zhu1. Key Laboratory of Crop Biology of Anhui Province, School of Life Sciences, Anhui Agricultural University, Hefei 230036, People's Republic of China; School of Horticulture, Anhui Agricultural University, Hefei 230036, People's ...
Beza, Eskender; Steinke, Jonathan; Etten, Van Jacob; Reidsma, Pytrik; Fadda, Carlo; Mittra, Sarika; Mathur, Prem; Kooistra, Lammert
As the sustainability of agricultural citizen science projects depends on volunteer farmers who contribute their time, energy and skills, understanding their motivation is important to attract and retain participants in citizen science projects. The objectives of this study were to assess 1)
Beza, E.A.; Steinke, Jonathan; Etten, van Jacob; Reidsma, P.; Fadda, Carlo; Mittra, Sarika; Mathur, Prem; Kooistra, L.
As the sustainability of agricultural citizen science projects depends on volunteer farmers who contribute their time, energy and skills, understanding their motivation is important to attract and retain participants in citizen science projects. The objectives of this study were to assess 1)
hundred randomly selected Senior Secondary School II (SSS II) Agricultural Science ... interaction effect of treatment and gender on students' achievement in an ...... Self-concept and science achievement in co-educational and single-sex.
Eskeles Gottfried, Adele; Johnson Preston, Kathleen Suzanne; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.
Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children's curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N = 118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children's curiosity in facilitating trajectories into science, and relevance to science education is discussed.
Anaam, Mahyoub Ali
The purposes of this study were: (a) to identify the variables associated with selection of majors; (b) to determine the differences between science and nonscience majors in general, and high and low achievers in particular, with respect to attitudes toward science, integrated science process skills, and logical thinking abilities; and (c) to determine if a significant relationship exists between students' majors and their personality types and learning styles. Data were gathered from 188 twelfth grade male and female high school students in Yemen, who enrolled in science (45 males and 47 females) and art and literature (47 males and 49 females) tracks. Data were collected by the following instruments: Past math and science achievement (data source taken from school records), Kolb's Learning Styles Inventory (1985), Integrated Science Process Skills Test, Myers-Briggs Type Indicator, Attitude Toward Science in School Assessment, Group Assessment of Logical Thinking, Yemeni High School Students Questionnaire. The Logistic Regression Model and the Linear Discriminant Analysis identified several variables that are associated with selection of majors. Moreover, some of the characteristics of science and nonscience majors that were revealed by these models include the following: Science majors seem to have higher degrees of curiosity in science, high interest in science at high school level, high tendency to believe that their majors will help them to find a potential job in the future, and have had higher achievement in science subjects, and have rated their math teachers higher than did nonscience majors. In contrast, nonscience majors seem to have higher degrees of curiosity in nonscience subjects, higher interest in science at elementary school, higher anxiety during science lessons than did science majors. In addition, General Linear Models allow that science majors generally demonstrate more positive attitudes towards science than do nonscience majors and they
The purpose of this study was to explore youth's purposes and motivations for engaging in science through the lens of science practices. The construct of science practices allowed me to see science in youths' lives in a holistic way, shaped by social, political, historical, economic and cultural forces. The framework for understanding urban youths' science practices is grounded in the intersections of critical and feminist theory, sociocultural learning theories, especially as applied in research in urban science education, and recent work in critical literacy studies. As I explored the answers to my research questions---(1) When 5th grade youth, living in predominantly Latino communities struggling with urban poverty, engage in science how and why do they co-opt science in ways that result in changes in participation in science? (2) What are the science practices that facilitate youths' coopting of science? And how are those practices framed by context (school, out-of-school), content (LiFE curriculum), and funds of knowledge? (3) In what ways are science practices expressions of youths' scientific literacy? And (4) In what ways do youth use science practices as tools for expressing identities and agency?---I engaged in feminist ethnography with embedded case studies. Data were collected in 2004 in school and in out of school settings. I recorded numerous informal conversations, interviews, and observations both during after-school and students' regular science and non-science classes. Findings describe how and why students co-opted science for purposes that make sense for their lives. These purposes included gaining and activating resources, building and maintaining social relationships, bridging home and school knowledge, positioning themselves with authority, and constructing science identities. Findings also explored what practices facilitated youth's co-opting of science. I highlighted three practices: making ideas public, storytelling and prioritizing and
Uzoff, Phuong Pham
The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.
Full Text Available Declining achievement in various core subjects has led to a debate on strategies to enhance student achievement. Identifying factors in the school environment that affect student performance in science, are therefore, of vital importance. The aim of this study is to identify school-level factors that are associated with eighth-grade students’ achievement in science based on results from TIMSS (Trends in International Mathematics and Science Study 2003 and 2007. Because the TIMSS data includes school-level factors at two different time points, we expected to find factors that influence science performance by Swedish and Norwegian students. Multilevel analysis was used, and this framework allowed us to account for the influence of the students’ home backgrounds. After controlling for student background, our results show that there are only a few school-level factors that are associated with student achievement in science, and the influence of these factors differ between Sweden and Norway.
Gholamreza Raisali; Mahdi Sadeghi; Vahideh Ataeinia; Arjang Shahvar; Maryam Ghasemi Ghonchehnazi
Introduction: The use of low energy isotopes such as 103 Pd in brachytherapy for the treatment of cancers such as prostate, eye, head, neck, breast and cervix is increasing. In this regard, different models of Pd- 103 seeds have been designed and manufactured at the Agricultural, Medical and Industrial Research School (AMIRS) of Atomic Energy Organization of Iran. In this research, the dosimetric parameters of the second model of Pd-103 seed manufactured at AMIRS have been ca...
Lee, Young H.
Although helping students to achieve an adequate understanding of the nature of science has been a consistent goal for science education for over half a century, current research reveals that the majority of students and teachers have naive views of the nature of science (Abd-El-khalick & Akerson, 2004; Bianchini & Colburn, 2000). This problem could be attributed not only to the complex nature of science, but also to the way the nature of science is presented to students during instruction. Thus, research must be conducted to examine how the science is taught, especially in science textbooks, which are a major instructional resource for teaching science. The aim of this study was to conduct a content analysis of the first chapter of four high school biology textbooks, which typically discusses "What is science?" and "What is biology?" This research used a content analysis technique to analyze the four high school biology textbooks, using a conceptual framework that has been used often for science textbook analysis. This conceptual framework consists of four themes of the nature of science: (a) science as a body of knowledge, (b) science as a way of thinking, (c) science as a way of investigating, and (d) the interaction of science, technology, and society. For this study, the four-theme-framework was modified to incorporate descriptors from national-level documents, such as Science for All Americans (AAAS, 1990) Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996), as well as science education research reports. A scoring procedure was used that resulted in good to excellent intercoder agreement with Cohen's kappa (k) ranging from .63 to .96. The findings show that the patterns of presentation of the four themes of the nature of science in the four high school biology textbooks are similar across the different locations of data, text, figures, and assessments. On the other hand, the pattern of presentation of the four
Liu, Mingxin; Hu, Weiping; Jiannong, Shi; Adey, Philip
This study explores explicit and implicit gender-science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender-science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the 10th grade; girls were more inclined to stereotype than boys while this gender difference decreased with increasing grade; (2) girls tend to have an implicit science-unpleasant/humanities-pleasant association from the 8th grade, while boys showed a negative implicit attitude towards science up to the 11th grade. In self-report, girls preferred humanities to science, while boys preferred science to humanities; (3) implicit affective attitude was closely related to implicit stereotype. In particular, implicit affective attitude has a stronger predictive power on stereotype than the other way around, the result of which may have more significance for girls.
Anne T. Helliar
Full Text Available This is a review of the role of practical work in UK’s secondary school science lessons, the impact that practical work has in the promotion of science, the challenges created through use of non-specialist science teachers and a possible additional role for science technicians. The paper considers how improved deployment of suitably experienced school science technicians and their recognition, by schools’ management, for their involvement in the delivery of training in the use of practical work, for less experienced teachers, could benefit schools and their students. This together with its companion paper endeavours to show how the more effective use of practical work and technicians can encourage more students to select science at higher, non-compulsory levels.
Wei, Bing; Li, Xiaoxiao
It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for the purpose of restructuring school practical work in view of science practice. Qualitative interviews were conducted with 87 science teachers at the secondary school level. In the interviews, science teachers were asked to make a comparison between students' experiments and scientific experiments. Eight dimensions of experimentation were generated from the qualitative data analysis, and the distributions of these eight dimensions between the two types of experiments were compared and analysed. An ideal model of practical work was suggested for restructuring practical work at the secondary school level, and some issues related to the effective enactment of practical work were discussed.
According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.
Woodward-Lopez, Gail; Kao, Janice; Kiesel, Kristin; Lewis Miller, Markell; Boyle, Maria; Drago-Ferguson, Soledad; Braff-Guajardo, Ellen; Crawford, Patricia
Despite the resurgence of interest in scratch-cooking as a way to increase the quality and appeal of school meals, many school districts are concerned about the cost implications of switching to scratch-cooking. US Department of Agriculture (USDA) Foods are the single largest source of ingredients for school meals, and about half of USDA Foods are diverted for processing before being sent to the school district. We aimed to determine whether school lunch entrées made in a district from basic or raw USDA Foods ingredients can be healthier and less expensive to prepare than those sent to external processors. This cross-sectional study examined the relationship between the extent of scratch-cooking and the nutritional content and cost to prepare entrées. Information was gathered by interview with school foodservice personnel and from school foodservice records from a convenience sample of 10 school districts in California that employed varying degrees of scratch-cooking and is diverse in terms of geographic location and the sociodemographics of the student body. The sample included all elementary school lunch entrées that contain USDA Foods offered during October 2010 for a total sample of 146 entrées. Ordinary least squares regressions were used to test for statistically significant differences in cost and nutrient content of entrées according to the level of scratch-cooking. There was no significant relationship between total costs and level of scratch-cooking. Entrées with the highest scratch-cooking scores had significantly lower food costs, higher labor costs, and not significantly different total costs compared with entrées with no scratch-cooking. Nutrient content was not consistently associated with scratch-cooking, but scratch-cooked entrées did include a larger variety of non-fast-food-type entrées. The findings suggest that scratch-cooking can be a cost-effective way to expand the variety of healthy school lunches prepared with USDA Foods