WorldWideScience

Sample records for school environmental science

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

    Science.gov (United States)

    Edelson, Daniel C.

    2007-01-01

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

  2. Home and school environmental determinants of science ...

    African Journals Online (AJOL)

    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 ...

  3. Secondary School Students' Interests, Attitudes and Values Concerning School Science Related to Environmental Issues in Finland

    Science.gov (United States)

    Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Byman, Reijo; Meisalo, Veijo

    2011-01-01

    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…

  4. Home and school environmental determinants of science ...

    African Journals Online (AJOL)

    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.

  5. Educator Preparedness to Teach Environmental Science in Secondary Schools

    Science.gov (United States)

    Guillory, Linus Joseph, Jr.

    2012-01-01

    This study assesses the environmental proficiency of Texas life science educators certified from 2003 to 2011 by analyzing their TExES 138 8-12 exam results in domains V and VI. The sample consisted of all the individuals that took and passed the TExES 138 life science 8-12 exam. During this period, approximately 41% of the individuals who took…

  6. Assessing Earth and Environmental Science Enrollment Trends in Texas Public High Schools

    Science.gov (United States)

    Sanders, Joan G.

    2012-01-01

    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…

  7. Global Environmental Leadership and Sustainability: High School Students Teaching Environmental Science to Policymakers

    Science.gov (United States)

    Wilson, S.; Tamsitt, V. M.

    2016-02-01

    A two week high school course for high-achieving 10th-12th graders was developed through the combined efforts of Scripps Institution of Oceanography (SIO) Graduate Students and UC San Diego Academic Connections. For the high school students involved, one week was spent at SIO learning basic climate science and researching climate-related topics, and one week was spent in Washington D.C. lobbying Congress for an environmental issue of their choosing. The specific learning goals of the course were for students to (1) collect, analyze and interpret scientific data, (2) synthesize scientific research for policy recommendations, (3) craft and deliver a compelling policy message, and (4) understand and experience change. In this first year, 10 students conducted research on two scientific topics; sea level rise using pier temperature data and California rainfall statistics using weather stations. Simultaneous lessons on policy messaging helped students learn how to focus scientific information for non-scientists. In combining the importance of statistics from their Science lessons with effective communication from their Policy lessons, the students developed issue papers which highlighted an environmental problem, the solution, and the reason their solution is most effective. The course culminated in two days of meetings on Capitol Hill, where they presented their solutions to their Congressional and Senate Members, conversed with policymakers, and received constructive feedback. Throughout the process, the students effectively defined arguments for an environmental topic in a program developed by SIO Graduate Students.

  8. A Comprehensive Course Introducing Environmental Science : Case Study of “Introduction to Environmental Science” as a Common Course in the Graduate School of Environmental Science

    OpenAIRE

    山中, 康裕; 三井, 翔太

    2017-01-01

    The course “Introduction to Environmental Science” was designed and held during the academic year 2015-2016 for new masterʼs course students at the Graduate School of Environmental Science, Hokkaido University. The course was designed in accord with societal needs such as consensus building for environmental conservation and associated scientific evidence, bringing together a large number of students from various disciplines. The course was composed of six modules in which multipl...

  9. Integrating ICTs into the Environmental Science Primary School Classroom in Chegutu District, Zimbabwe: Problems and Solutions

    Science.gov (United States)

    Shadreck, Mandina

    2015-01-01

    This study investigated primary school teachers' perceptions of the barriers and challenges preventing them from integrating ICTs in the environmental science classroom. The study adopted a qualitative research approach that is in line with the phenomenological perspective as it sought to acquire knowledge through understanding the direct…

  10. Science Teachers' and Senior Secondary Schools Students' Perceptions of Earth and Environmental Science Topics

    Science.gov (United States)

    Dawson, Vaille; Carson, Katherine

    2013-01-01

    This article presents an evaluation of a new upper secondary Earth and Environmental Science (EES) course in Western Australia. Twenty-seven EES teachers were interviewed and 243 students were surveyed about the degree of difficulty, relevance and interest of EES topics in the course. The impact of the course on students' views about EES topics…

  11. Advanced Placement Environmental Science and the Curriculum and Community Enterprise for Restoration Science (CCERS) Project in the New York City High School

    Science.gov (United States)

    Birney, Lauren; McNamara, Denise

    2018-01-01

    This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses in the City of New York High Schools, with focus on Advanced Placement Environmental Science. A critical component of the Advanced Placement Environmental Science course is the incorporation of environmental fieldwork. The National…

  12. University of New Hampshire's Project SMART 2017: Marine and Environmental Science for High School Students

    Science.gov (United States)

    Goelzer, J.; Varner, R. K.; Levergood, R.; Sullivan, F.; Palace, M. W.; Haney, J. F.; Rock, B. N.; Smith, C. W.

    2017-12-01

    The month long residential Marine and Environmental Science research program for high school students at the University of New Hampshire connects students with university researchers. This educational program provides upper level high school students who are considering majors in the earth and environmental sciences with the opportunity to perform field work and conduct authentic research. This year's program introduced students to four modules exploring topics ranging from forest ecology to island ecosystems. The unifying theme between modules was the use of spectroscopy and remote sensing as a method of assessing the characteristics of ecosystems. Students constructed their own photometers utilizing eight specific Light Emitting Diodes (LEDs) spanning a wavelength range from 400 to 1200 nm. An Ultra Violet (UV) LED, four visible LEDs, and three different infrared LEDs were selected to detect light reflected by plant pigments and tissues. Students collected data using their photometers and compared results to an actual Analytical Spectral Device (ASD) reflectance data, mounted eight photometers on an unmanned aerial system (UAS) to collect forest canopy data and collected data from island rock pools. The students compared their photometer readings to data collected using a fluorometer to identify the presence of phycocyanin produced by cyanobacteria and chlorophyll produced by algae in the rock pools. Students found that the photometer data were comparable to the ASD data for several wavelengths, but recommended several changes. It was determined that to be useful for forest health assessment, two of the three infrared LEDs had the incorrect gain settings, and that for rock pool studies, the infrared LEDs were not necessary. Based on the student findings, we will refine the photometers for next year's program. The photometers constructed this summer will be utilized in high schools classes during the 2017-2018 school year. This low cost project will bring what is

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

    International Nuclear Information System (INIS)

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

    1988-01-01

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

  14. The status of environmental education in Illinois public high school science and social studies classrooms

    Science.gov (United States)

    Carter, Jill F.

    Examines relationships among the levels of pre-service and inservice teacher preparation in various topic areas within environmental education (EE) and the levels of implementation of those topic areas in public high school science and social studies classrooms in Illinois. Measures teacher attitudes toward EE. Findings indicate that teachers who had received pre-service/inservice teacher education in EE implemented significantly more EE topics into the curriculum than did teachers who reported receiving no pre-service/inservice teacher education in EE. Findings also indicate that beginning teachers do not implement the EE topics nearly as much as veteran teachers.

  15. Environmental Science

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-02-15

    This book gives descriptions of environmental pollution such as water and soil pollution, harmful chemicals substances and radiation, nature protection on wild animals, wild plants, and nature park, environmental assessment, and environmental management. It deals with the earth environment on change and the cause of the earth environment, ozone layer, global warming and acid fallout, plan for the earth control and environment information and information system.

  16. The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools.

    Science.gov (United States)

    Jagannathan, Radha; Camasso, Michael J; Delacalle, Maia

    2018-02-01

    We describe an environmental and natural science program called Nurture thru Nature (NtN) that seeks to improve mathematics and science performance of students in disadvantaged communities, and to increase student interest in Science, Technology, Engineering and Mathematics (STEM) careers. The program draws conceptual guidance from the Head-Heart-Hands model that informs the current educational movement to foster environmental understanding and sustainability. Employing an experimental design and data from seven cohorts of students, we find some promising, albeit preliminary, indications that the program can increase students' science knowledge and grades in mathematics, science and language arts. We discuss the special adaptations that environmental and sustainability education programs need to incorporate if they are to be successful in today's resource depleted urban schools. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Science in Schools Project

    Science.gov (United States)

    Waugh, Mike

    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.

  18. Development of a web geoservices platform for School of Environmental Sciences, Mahatma Gandhi University, Kerala, India

    Science.gov (United States)

    Satheendran, S.; John, C. M.; Fasalul, F. K.; Aanisa, K. M.

    2014-11-01

    Web geoservices is the obvious graduation of Geographic Information System in a distributed environment through a simple browser. It enables organizations to share domain-specific rich and dynamic spatial information over the web. The present study attempted to design and develop a web enabled GIS application for the School of Environmental Sciences, Mahatma Gandhi University, Kottayam, Kerala, India to publish various geographical databases to the public through its website. The development of this project is based upon the open source tools and techniques. The output portal site is platform independent. The premier webgis frame work `Geomoose' is utilized. Apache server is used as the Web Server and the UMN Map Server is used as the map server for this project. It provides various customised tools to query the geographical database in different ways and search for various facilities in the geographical area like banks, attractive places, hospitals, hotels etc. The portal site was tested with the output geographical database of 2 projects of the School such as 1) the Tourism Information System for the Malabar region of Kerala State consisting of 5 northern districts 2) the geoenvironmental appraisal of the Athirappilly Hydroelectric Project covering the entire Chalakkudy river basin.

  19. High School Students' Reasons for Their Science Dispositions: Community-Based Innovative Technology-Embedded Environmental Research Projects

    Science.gov (United States)

    Ebenezer, Jazlin; Kaya, Osman Nafiz; Kasab, Dimma

    2018-05-01

    The purpose of this investigation was to qualitatively describe high school students' reasons for their science dispositions (attitude, perception, and self-confidence) based on their long-term experience with innovative technology-embedded environmental research projects. Students in small groups conducted research projects in and out of school with the help of their teachers and community experts (scientists and engineers). During the 3-year period of this nationally funded project, a total of 135 students from five schools in a mid-west State participated in research activities. Of the 135 students, 53 students were individually interviewed to explore reasons for their science dispositions. Students' reasons for each disposition were grouped into categories, and corresponding frequency was converted to a percentage. The categories of reasons were not only attributed to the use of innovative technologies in environmental research but also the contexts and events that surrounded it. The reasons that influenced students' science dispositions positively were because engaging in environmental research projects with technology contributed to easing fear and difficulty, building a research team, disseminating findings, communicating with the community, researching with scientists, training by teachers, and acknowledging teachers' knowledge. These results advanced how and why students develop science dispositions in the positive direction, which are as follows: building science teacher capacity, developing a community of inquirers, and committing to improve pedagogical practices.

  20. Fieldwork, Co-Teaching and Co-Generative Dialogue in Lower Secondary School Environmental Science

    Science.gov (United States)

    Rahmawati, Yuli; Koul, Rekha

    2016-01-01

    This article reports one of the case studies in a 3-year longitudinal study in environmental science education. This case explores the process of teaching about ecosystems through co-teaching and co-generative dialogue in a Year-9 science classroom in Western Australia. Combining with co-teaching and co-generative dialogue aimed at transforming…

  1. Home and School Environmental Determinants of Science Achievement of South African Students

    Science.gov (United States)

    Juan, Andrea; Visser, Mariette

    2017-01-01

    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 environments from whence…

  2. Activity and Action: Bridging Environmental Sciences and Environmental Education

    Science.gov (United States)

    Tal, Tali; Abramovitch, Anat

    2013-01-01

    The main goal of this study was to examine the Environmental Workshop unit taught to Environmental Sciences majors in the high schools in Israel and learn if, and in what ways, this unit could become a model for environmental education throughout the high school curriculum. We studied the special characteristics of the Environmental Workshop (EW)…

  3. CISM-IUTAM International Summer School on Continuum Mechanics in Environmental Sciences and Geophysics

    CERN Document Server

    1993-01-01

    Modern continuum mechanics is the topic of this book. After its introduction it will be applied to a few typical systems arising in the environmental sciences and in geophysics. In large lake/ocean dynamics peculiar effects of the rotation of the Earth will be analyzed in linear/nonlinear processes of a homogenous and inhomogenous water body. Strong thermomechanical coupling paired with nonlinear rheology affects the flow of large ice sheets (such as Antarctica and Greenland) and ice shelves. Its response to the climatic forcing in an environmental of greenhouse warming may significantly affect the life of future generations. The mechanical behavior of granular materials under quasistatic loadings requires non-classical mixture concepts and encounters generally complicated elastic-plastic-type constitutive behavior. Creeping flow of soils, consolidation processes and ground water flow are described by such theories. Rapid shearing flow of granular materials lead to constitutive relations for the stresses whic...

  4. International Conferences and Young Scientists Schools on Computational Information Technologies for Environmental Sciences (CITES) as a professional growth instrument

    Science.gov (United States)

    Gordov, E. P.; Lykosov, V. N.; Genina, E. Yu; Gordova, Yu E.

    2017-11-01

    The paper describes a regular events CITES consisting of young scientists school and international conference as a tool for training and professional growth. The events address the most pressing issues of application of information-computational technologies in environmental sciences and young scientists’ training, diminishing a gap between university graduates’ skill and concurrent challenges. The viability of the approach to the CITES organization is proved by the fact that single event organized in 2001 turned into a series, quite a few young participants successfully defended their PhD thesis and a number of researchers became Doctors of Science during these years. Young researchers from Russia and foreign countries show undiminishing interest to these events.

  5. Environmental science and technology

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2008-07-01

    The environmental Science and Technology Program was structured based on the continuous growth of environmental activities on areas related to nuclear programs at IPEN. The program comprehends five main areas: Environmental analysis: Chemical technology; Polymer technology nucleus: Chemical and Isotope characterization and Analytical Chemistry for the Nuclear Fuel Cycle samples.

  6. Instructing high school students in forensic environmental science using Brownfield Action

    Science.gov (United States)

    Bower, Peter; Liddicoat, Joseph; Patterson, Angelica; Kelsey, Ryan; Cox, Alice; Tynes, Nicholas

    2010-05-01

    Barnard College and Columbia University's Center for New Media Teaching and Learning's Brownfield Action is a digital web-based, interactive simulation that combines lecture, laboratory exercises, and individual and collaborative out-of-classroom assignments. The objective of the instruction is to locate and define a subsurface plume of gasoline whose point source is a leaking underground storage tank (LUST) at a gas station. In the fall of 2009, fifteen pre-college high school students from the five boroughs of New York City used Brownfield Action in a 12-week after-school enrichment program at Barnard to investigate the gasoline plume using a variety of geophysical methods - excavation, ground penetrating radar, magnetic metal detection, soil gas, and drilling. The investigation resulted in individual Phase One Site Assessment Reports about the LUST. As coordinators and instructors of the program, we will share our experience teaching the students and the advantages and challenges of using a digital simulation as an instructional centerpiece. Such instruction is intended to include civic engagement and responsibility as part of science education and to create a curriculum that, instead of relying on fragmented and abstract instruction, provides students with a realistic, inquiry-based, and interdisciplinary construction of knowledge.

  7. Life sciences and environmental sciences

    Energy Technology Data Exchange (ETDEWEB)

    1992-02-01

    The DOE laboratories play a unique role in bringing multidisciplinary talents -- in biology, physics, chemistry, computer sciences, and engineering -- to bear on major problems in the life and environmental sciences. Specifically, the laboratories utilize these talents to fulfill OHER's mission of exploring and mitigating the health and environmental effects of energy use, and of developing health and medical applications of nuclear energy-related phenomena. At Lawrence Berkeley Laboratory (LBL) support of this mission is evident across the spectrum of OHER-sponsored research, especially in the broad areas of genomics, structural biology, basic cell and molecular biology, carcinogenesis, energy and environment, applications to biotechnology, and molecular, nuclear and radiation medicine. These research areas are briefly described.

  8. Life sciences and environmental sciences

    Energy Technology Data Exchange (ETDEWEB)

    1992-02-01

    The DOE laboratories play a unique role in bringing multidisciplinary talents -- in biology, physics, chemistry, computer sciences, and engineering -- to bear on major problems in the life and environmental sciences. Specifically, the laboratories utilize these talents to fulfill OHER`s mission of exploring and mitigating the health and environmental effects of energy use, and of developing health and medical applications of nuclear energy-related phenomena. At Lawrence Berkeley Laboratory (LBL) support of this mission is evident across the spectrum of OHER-sponsored research, especially in the broad areas of genomics, structural biology, basic cell and molecular biology, carcinogenesis, energy and environment, applications to biotechnology, and molecular, nuclear and radiation medicine. These research areas are briefly described.

  9. Environmental Science and Technology

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2011-07-01

    The Program on Environmental Science and Technology comprehends environmental chemistry (water, soil and atmospheric chemistry), clean technologies (desulfurization of diesel and oil, biodegradable polymers and structural modification of polymers, recycling, pyrolysis of dangerous chemicals by molten salt technology), nanotechnology (magnetic nanoparticles, dendrimers, nano biomarkers, catalyzers) and chemical characterization of nuclear fuel and nuclear fuel cycle waste (chemical and isotopic characterization)

  10. Environmental science and technology

    Energy Technology Data Exchange (ETDEWEB)

    Manahan, S.E. [Univ. of Missouri, Columbia, MO (United States)

    1998-12-31

    This complete survey of modern environmental science covers the four traditional spheres of the environment: water, air, earth, and life, and introduces a fifth sphere -- the anthrosphere -- which the author defines as the sphere of human activities, especially technology, that affect the earth. The book discusses how technology can be used in a manner that minimizes environmental disruption.

  11. The enhancement of environmental literacy of High School students within the Sparkling Science project "Traisen w3"

    Science.gov (United States)

    Poppe, Michaela; Zitek, Andreas; Böck, Kerstin; Scheikl, Sigrid; Heidenreich, Andrea; Kurz-Aigner, Roman; Schrittwieser, Martin; Muhar, Susanne

    2015-04-01

    Environmental literacy is the knowledge necessary to understand the environment as an ecological system. It comprises the insight in the impact of human behaviour on the natural world and the disposition and motivation to apply ones knowledge, skills and insight in order to make environmentally beneficial decisions as rational citizen. The United Nations Environmental Programme states that young people will face major challenges in providing sufficient water and food, generating energy and adapting to climate change in future. Dealing with these challenges will require a major contribution from science and technology. But even more important, it is an issue of education to transfer the required system understanding as a basis to take informed decisions. In this way an education towards environmental literacy contributes significantly to the personal, social, and professional lives of young people, plays therefore a central role in young person`s "preparedness for life", and is a major prerequisite for sustainable development. For the purpose of developing new and engaging forms of learning, "Sparkling Science" projects are funded by the Federal Ministry of Science, Research and Economy in Austria. These projects target at integrating science with school learning by involving young people into scientific research. Within the Sparkling Science Projects "FlussAu:WOW" and" "Traisen.w3" scientists work together with 15-18-year-old students of an Austrian High School over four years. The projects aim to assess and evaluate crucial functions and processes of riverine landscapes particularly considering the floodplain area in near natural and anthropogenically changed landscapes. Within the first project "FlussAu:WOW" (2012-2014), students and scientists elaborated on indicators for assessing and evaluating the ecological functionality of floodplains and rivers. In a case study in the "Traisen.w3" project (2014-2016), scientists and students will focus at the catchment

  12. Relationship between Pre-School Preservice Teachers' Environmental Literacy and Science and Technology Literacy Self Efficacy Beliefs

    Science.gov (United States)

    Surmeli, Hikmet

    2013-01-01

    This study examined the relationship between preschool teachers' environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self…

  13. Is Formal Environmental Education Friendly to Nature? Environmental Ethics in Science Textbooks for Primary School Pupils in Poland

    Science.gov (United States)

    Gola, Beata

    2017-01-01

    Due to the increased interest in ecology, global warming and numerous environmental problems, ecological issues are becoming extremely important in education. Many researchers and thinkers believe that solutions to environmental problems are affected by the environmental ethics adopted. This article identifies which of the three branches of…

  14. From Droughts to Drones: An After-School Club Uses Drones to Learn about Environmental Science

    Science.gov (United States)

    Gillani, Bijan; Gillani, Roya

    2015-01-01

    An after-school enrichment activity offered to sixth-grade students gave a group of 10 students an opportunity to explore the effects of the California drought in their community using an engaging scientific device: the UAV (unmanned aerial vehicle). Although this activity was specifically designed for a small after-school enrichment group, it…

  15. Geography and environmental science

    OpenAIRE

    Milinčić, Miroljub; Souliotis, Lily; Mihajlović, Ljiljana; Požar, Tea

    2014-01-01

    Geography is one of the oldest academic disciplines with a strong holistic approach in conceptualizing the interaction between nature and society, i.e. animate and inanimate parts of the environment. Over time, geography has been increasing and improving its conceptual and terminological abilities for studying and understanding complex relationships among environmental systems. For this reason, geography has advanced from a well-known science about nature and society into a relevant science a...

  16. African Journals Online: Environmental Sciences

    African Journals Online (AJOL)

    Items 1 - 28 of 28 ... African Journals Online: Environmental Sciences ... Anthropology, Technology, Computer Science & Engineering, Veterinary Science ... and Metabolism (AJEM) is a biomedical peer-reviewed journal with international circulation. ... AFRREV STECH: An International Journal of Science and Technology.

  17. Center for Environmental Health Sciences

    Data.gov (United States)

    Federal Laboratory Consortium — The primary research objective of the Center for Environmental Health Sciences (CEHS) at the University of Montana is to advance knowledge of environmental impacts...

  18. School of Political Science

    Directory of Open Access Journals (Sweden)

    A. D. Voskresensky

    2014-01-01

    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.

  19. The Effect of Environmental Science Projects on Students' Environmental Knowledge and Science Attitudes

    Science.gov (United States)

    Al-Balushi, Sulaiman M.; Al-Aamri, Shamsa S.

    2014-01-01

    The current study explores the effectiveness of involving students in environmental science projects for their environmental knowledge and attitudes towards science. The study design is a quasi-experimental pre-post control group design. The sample was 62 11th-grade female students studying at a public school in Oman. The sample was divided into…

  20. Environmental science and technology

    International Nuclear Information System (INIS)

    2014-01-01

    The Program on Environmental Science and Technology developed at the Chemical and Environmental Technology Center comprehends environmental chemistry (water, soil and atmospheric chemistry), clean technologies (desulfurization of diesel and oil, biodegradable polymers and structural modification of polymers, recycling, pyrolysis of dangerous chemicals by molten salt technology), nanotechnology (magnetic nanoparticles, dendrimers, nano biomarkers, catalysts) and chemical characterization of nuclear fuel and nuclear fuel cycle waste (chemical and isotopic characterization). The Chemical and Environmental Technology Center was established in 1995, as an evolution of the former Department of Chemistry Engineering (1970). The program on environment science and technology was structured as consequence of the continuous growth of environmental activities on areas related to nuclear programs of IPEN. Moreover, it was an answer to the society concerning the climate changes and biodiversity preservation. All activities of research and development, services, supervision of graduate and under graduated students and courses performance at the center were related to the development, improvement and establishment of new technologies. The highlights of this period (2011 - 2013) were: - Development and use of modern analytical technology for the characterization of persistent pollutants and endocrine disrupters (metals, PAHA’s, PCBs, Pesticides, hormones, surfactants, plasticizer and human pharmaceuticals) in order to evaluate water quality and/or sediments; - Atmospheric chemistry and greenhouse gases: Evaluating an estimation of surface trace gas fluxes from aircraft measurements above the Amazon; - Cooperation with SABESP (Water and Sewage Company) and CETESB (State Environment Agency) in program for the development of public policies; - Studies and development in biodegradable polymers, polyolefins and advanced methods for polymer and rubber recycling and re-use; - Studies

  1. Environmental science and technology

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2014-07-01

    The Program on Environmental Science and Technology developed at the Chemical and Environmental Technology Center comprehends environmental chemistry (water, soil and atmospheric chemistry), clean technologies (desulfurization of diesel and oil, biodegradable polymers and structural modification of polymers, recycling, pyrolysis of dangerous chemicals by molten salt technology), nanotechnology (magnetic nanoparticles, dendrimers, nano biomarkers, catalysts) and chemical characterization of nuclear fuel and nuclear fuel cycle waste (chemical and isotopic characterization). The Chemical and Environmental Technology Center was established in 1995, as an evolution of the former Department of Chemistry Engineering (1970). The program on environment science and technology was structured as consequence of the continuous growth of environmental activities on areas related to nuclear programs of IPEN. Moreover, it was an answer to the society concerning the climate changes and biodiversity preservation. All activities of research and development, services, supervision of graduate and under graduated students and courses performance at the center were related to the development, improvement and establishment of new technologies. The highlights of this period (2011 - 2013) were: - Development and use of modern analytical technology for the characterization of persistent pollutants and endocrine disrupters (metals, PAHA’s, PCBs, Pesticides, hormones, surfactants, plasticizer and human pharmaceuticals) in order to evaluate water quality and/or sediments; - Atmospheric chemistry and greenhouse gases: Evaluating an estimation of surface trace gas fluxes from aircraft measurements above the Amazon; - Cooperation with SABESP (Water and Sewage Company) and CETESB (State Environment Agency) in program for the development of public policies; - Studies and development in biodegradable polymers, polyolefins and advanced methods for polymer and rubber recycling and re-use; - Studies

  2. Indoor Environmental Contaminants in Schools

    Science.gov (United States)

    A wide range of environmental contaminants can affect the health and safety of a school environment. This page covers the basics on issues your school may face, including asbestos, chemicals, formaldehyde, lead, mercury, PCBs and radon.

  3. Global Journal of Environmental Sciences

    African Journals Online (AJOL)

    Global Journal of Environmental Sciences is aimed at promoting research in all areas of Environmental Sciences including waste management, pollution control, and remediation of hazards. The journal is published twice a year. Visit the Global Journal Series website here: http://www.globaljournalseries.com/ ...

  4. Perception and environmental education about mangrove ecosystem improving sciences and biology subjects in public school at Recife, PE

    Directory of Open Access Journals (Sweden)

    Lauro Lopes Rodrigues

    2008-01-01

    Full Text Available This work was developed with the aim to identify the perceptions of the students from a school about the mangrove ecosystem, using didactic and natural elements available to do an environmental education action. The previous perception of the students on the ecosystem was evaluated by means of a questionnaire, followed of a theoretical exposition, complemented with a visit to a conserved mangrove (Paripe River, Itamaracá and another impacted (Jiquiá River, Recife, near to the school, being applied new questionnaires to evaluate their conceptions and the academic strategies. The students demonstrated a relative previous knowledge on the mangrove and the educative action showed effectiveness in the transference of the ecological concepts about the ecosystem, using the method of incorporate their daily knowledge to stimulate them to know the scientific side of the subject, ending with the development of ecologic conscience.

  5. Environmental Data Science

    NARCIS (Netherlands)

    Gibert, Karina; Horsburgh, Jeffery S.; Athanasiadis, I.N.; Holmes, Geoff

    2018-01-01

    Environmental data are growing in complexity, size, and resolution. Addressing the types of large, multidisciplinary problems faced by today's environmental scientists requires the ability to leverage available data and information to inform decision making. Successfully synthesizing heterogeneous

  6. Uncovering Students' Environmental Identity: An Exploration of Activities in an Environmental Science Course

    Science.gov (United States)

    Blatt, Erica

    2014-01-01

    This study at a public high school in the Northeastern United States explores how students' environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on…

  7. Statistics for environmental science and management

    National Research Council Canada - National Science Library

    Manly, B.F.J

    2009-01-01

    .... Additional topics covered include environmental monitoring, impact assessment, censored data, environmental sampling, the role of statistics in environmental science, assessing site reclamation...

  8. Environmental science: An introduction

    Energy Technology Data Exchange (ETDEWEB)

    Miller, G.T.

    1985-01-01

    This book is divided into 5 major parts: Humans and Nature--An Overview, Some Concepts of Ecology, Population, Resources, and Pollution. It discusses both sides of major environmental issues and offers possible solutions to the problems humans--intentionally or unwittingly--create.

  9. Toxicogenomics in Environmental Science.

    Science.gov (United States)

    Brinke, Alexandra; Buchinger, Sebastian

    This chapter reviews the current knowledge and recent progress in the field of environmental, aquatic ecotoxicogenomics with a focus on transcriptomic methods. In ecotoxicogenomics the omics technologies are applied for the detection and assessment of adverse effects in the environment, and thus are to be distinguished from omics used in human toxicology [Snape et al., Aquat Toxicol 67:143-154, 2004]. Transcriptomic methods in ecotoxicology are applied to gain a mechanistic understanding of toxic effects on organisms or populations, and thus aim to bridge the gap between cause and effect. A worthwhile effect-based interpretation of stressor induced changes on the transcriptome is based on the principle of phenotypic-anchoring [Paules, Environ Health Perspect 111:A338-A339, 2003]. Thereby, changes on the transcriptomic level can only be identified as effects if they are clearly linked to a specific stressor-induced effect on the macroscopic level. By integrating those macroscopic and transcriptomic effects, conclusions on the effect-inducing type of the stressor can be drawn. Stressor-specific effects on the transcriptomic level can be identified as stressor-specific induced pathways, transcriptomic patterns, or stressors-specific genetic biomarkers. In this chapter, examples of the combined application of macroscopic and transcriptional effects for the identification of environmental stressors, such as aquatic pollutants, are given and discussed. By means of these examples, challenges on the way to a standardized application of transcriptomics in ecotoxicology are discussed. This is also done against the background of the application of transcriptomic methods in environmental regulation such as the EU regulation Registration, Evaluation, Authorisation and Restriction of Chemicals (REACH).

  10. Emotions in teaching environmental science

    Science.gov (United States)

    Quigley, Cassie

    2016-09-01

    This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.

  11. Order Theory in Environmental Sciences

    DEFF Research Database (Denmark)

    Sørensen, P. B.; Brüggemann, R.; Lerche, D. B.

    This is the proceeding from the fifth workshop in Order Theory in Environ-mental Science. In this workshop series the concept of Partial Order Theory is development in relation to application and the use is tested based on specific problems. The Partial Order Theory will have a potential use...

  12. Computer science handbook. Vol. 13.3. Environmental computer science. Computer science methods for environmental protection and environmental research

    International Nuclear Information System (INIS)

    Page, B.; Hilty, L.M.

    1994-01-01

    Environmental computer science is a new partial discipline of applied computer science, which makes use of methods and techniques of information processing in environmental protection. Thanks to the inter-disciplinary nature of environmental problems, computer science acts as a mediator between numerous disciplines and institutions in this sector. The handbook reflects the broad spectrum of state-of-the art environmental computer science. The following important subjects are dealt with: Environmental databases and information systems, environmental monitoring, modelling and simulation, visualization of environmental data and knowledge-based systems in the environmental sector. (orig.) [de

  13. Environmental Management Science Program Workshop

    Energy Technology Data Exchange (ETDEWEB)

    None

    1998-07-01

    This program summary book is a compendium of project summaries submitted by principal investigators in the Environmental Management Science Program and Environmental Management/Energy Research Pilot Collaborative Research Program (Wolf-Broido Program). These summaries provide information about the most recent project activities and accomplishments. All projects will be represented at the workshop poster sessions, so you will have an opportunity to meet with the researchers. The projects will be presented in the same order at the poster session as they are presented in this summary book. Detailed questions about an individual project may be directed to the investigators involved.

  14. Middle School Science Notes.

    Science.gov (United States)

    School Science Review, 1984

    1984-01-01

    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)

  15. Environmental science-policy interactions

    DEFF Research Database (Denmark)

    Kamelarczyk, Kewin Bach Friis

    + (Reduced Emissions from Deforestation and forest Degradation and enhancement of forest carbon stocks) process and the phenomenon of deforestation in Zambia as research examples. The research was carried out from mid 2008 and to mid 2013 and applies a mixed methods research design. Fieldwork was carried out...... to science? This PhD thesis contributes to answering this questions; however it does this by questioning the conceptions of science that contribute to political decision-making and by exploring the relationship between scientific knowledge, other types of knowledge and policy. This PhD study employs the REDD...... in future REDD+ design and implementation. To curtail potential negative consequences of the identified mode of science-policy interaction in Zambia, the study concludes by making a number of proposals. The proposals are generic in nature and may be found relevant in environmental policy processes outside...

  16. The Integration of Biomimicry as a Solution-Oriented Approach to the Environmental Science Curriculum for High School Students

    Science.gov (United States)

    Staples, Hilary

    2005-01-01

    Biomimicry is an interdisciplinary science in which scientists look for solutions to human needs in nature. It endeavors to discover answers from the molecular, or material level, all the way up to the interrelationships, or systems level. The purpose of this review of the literature is to demonstrate the need and potential application of this new…

  17. Home Culture, Science, School and Science Learning: Is Reconciliation Possible?

    Science.gov (United States)

    Tan, Aik-Ling

    2011-01-01

    In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…

  18. A Unique Marine and Environmental Science Program for High School Teachers in Hawai'i: Professional Development, Teacher Confidence, and Lessons Learned

    Science.gov (United States)

    Rivera, Malia Ana J.; Manning, Mackenzie M.; Krupp, David A.

    2013-01-01

    Hawai'i is a unique and special place to conduct environmental science inquiry through place based learning and scientific investigation. Here, we describe and evaluate a unique professional development program for science teachers in Hawai'i that integrates the traditional approach of providing training to improve content knowledge, with the…

  19. Middle School Science Notes.

    Science.gov (United States)

    School Science Review, 1981

    1981-01-01

    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…

  20. Social Science Collaboration with Environmental Health.

    Science.gov (United States)

    Hoover, Elizabeth; Renauld, Mia; Edelstein, Michael R; Brown, Phil

    2015-11-01

    Social science research has been central in documenting and analyzing community discovery of environmental exposure and consequential processes. Collaboration with environmental health science through team projects has advanced and improved our understanding of environmental health and justice. We sought to identify diverse methods and topics in which social scientists have expanded environmental health understandings at multiple levels, to examine how transdisciplinary environmental health research fosters better science, and to learn how these partnerships have been able to flourish because of the support from National Institute of Environmental Health Sciences (NIEHS). We analyzed various types of social science research to investigate how social science contributes to environmental health. We also examined NIEHS programs that foster social science. In addition, we developed a case study of a community-based participation research project in Akwesasne in order to demonstrate how social science has enhanced environmental health science. Social science has informed environmental health science through ethnographic studies of contaminated communities, analysis of spatial distribution of environmental injustice, psychological experience of contamination, social construction of risk and risk perception, and social impacts of disasters. Social science-environmental health team science has altered the way scientists traditionally explore exposure by pressing for cumulative exposure approaches and providing research data for policy applications. A transdisciplinary approach for environmental health practice has emerged that engages the social sciences to paint a full picture of the consequences of contamination so that policy makers, regulators, public health officials, and other stakeholders can better ameliorate impacts and prevent future exposure. Hoover E, Renauld M, Edelstein MR, Brown P. 2015. Social science collaboration with environmental health. Environ Health

  1. The development and implementation of a teacher education model in environmental science education for Indian Certificate of Secondary Education (ICSE) schools

    Science.gov (United States)

    Patil, Anuradha

    This research study is concerned with the teaching of Environmental Science in the ninth and tenth grades of ICSE schools in Mumbai, India and the development and implementation of a new teacher education model. The instructional strategies practiced by the teachers were investigated using a questionnaire, semi-structured interview schedule and classroom observation. Based on these data, a new model of teacher education was developed with the help of a small cohort of teachers. The rationale for the model was that it should be a non-prescriptive framework that provided a coherently organized, concise guide for environmental education teachers that incorporated modern perspectives on content knowledge, effective pedagogical practices including constructivist approaches and active learning, and a set of guidelines for effectively integrating pedagogy with science content knowledge. The model was in the form of a two-way matrix, with the columns providing the pedagogy and the rows indicating the content knowledge. The intersections of the columns and rows to form individual cells of the matrix yielded a synthesis of pedagogical content knowledge (PCK). The model was discussed with the participating teachers, who prepared revised lesson plans using the model and delivered the lessons, which were observed by the researcher. On using the model, the teaching became more student-centered, as the teachers strove to include constructive and inquiry-based approaches. The use of technology enhanced the effectiveness of the lessons and teachers evaluated the students on all three domains of learning (i.e., affective, cognitive, and psychomotor). Most teachers agreed that it was possible to use the model to plan their lesson and implement it in the classroom; however, they needed to put in more time and effort to get used to a change in their teaching methodology. There is no doubt that teacher professional development is a long process and change does not occur immediately

  2. Exploring Environmental Identity and Behavioral Change in an Environmental Science Course

    Science.gov (United States)

    Blatt, Erica N.

    2013-01-01

    This ethnographic study at a public high school in the Northeastern United States investigates the process of change in students' environmental identity and proenvironmental behaviors during an Environmental Science course. The study explores how sociocultural factors, such as students' background, social interactions, and classroom structures,…

  3. Water Pollution, Environmental Science Curriculum Guide Supplement.

    Science.gov (United States)

    McKenna, Harold J.

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

  4. EIROForum science goes to school

    CERN Multimedia

    CERN Bulletin

    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 ...

  5. Quantitative Reasoning in Environmental Science: A Learning Progression

    Science.gov (United States)

    Mayes, Robert Lee; Forrester, Jennifer Harris; Christus, Jennifer Schuttlefield; Peterson, Franziska Isabel; Bonilla, Rachel; Yestness, Nissa

    2014-01-01

    The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression was created with three progress variables: quantification act, quantitative interpretation, and quantitative modeling. An iterative research design was used as it…

  6. The Courts, Social Science, and School Desegregation.

    Science.gov (United States)

    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…

  7. Harnessing science for environmental regulation

    International Nuclear Information System (INIS)

    Graham, J.D.

    1991-01-01

    An introductory chapter by Graham frames the issues to be discussed; then the following three chapters describe the formation and character of three organizations. These chapters are written by authors who have each had an active management role in the organization they are writing about: Terry F. Yosie, now at the American Petroleum Institute, who staffed the SAB (Science Advisory Board) while he was at EPA; Robert A. Neal, who headed CIIT (Chemical Industry Institute of Toxicology) before leaving for a position at Vanderbilt University; and Thomas P. Grumbly, former executive director of HEI (Health Effects Institute) now president of Clean Sites, Inc. While these chapters are well written and make a vital contribution to the overall development of the book's themes, the most valuable and enjoyable parts of the book are the succeeding five chapters, which present case studies dealing with EPA's regulatory efforts on unleaded gasoline, perchloroethylene, formaldehyde, nitrates in drinking water, and carbon monoxide. Each of these case studies, nominally historical accounts of how one or more of these (three) organizations participated in the regulatory controversy, offer insight into the broader issues of dealing with, and incorporating into regulations scientific information that has high uncertainty. One of the richest aspects of the five case studies is the extensive use of referenced interviews with identified participants from all aspects of the regulatory process. This material illuminates the motivation, emotions, and goals of the different players, helping the reader to understand their positions and other issues, such as why industry pursues, and EPA and the environmental movement appear to resist, good science; what underlies EPA's preferences for one regulatory option over another; and why scientists are histant to give yes-or-no answers in accord with the real time needs of the regulatory agency

  8. Epistemic Agency in an Environmental Sciences Watershed Investigation Fostered by Digital Photography

    Science.gov (United States)

    Zimmerman, Heather Toomey; Weible, Jennifer L.

    2018-01-01

    This collective case study investigates the role of digital photography to support high school students' engagement in science inquiry practices during a three-week environmental sciences unit. The study's theoretical framework brings together research from digital photography, participation in environmental science practices, and epistemic…

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

    Science.gov (United States)

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

    2018-05-01

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

  10. Science Theatre as dissemination of environmental awareness

    DEFF Research Database (Denmark)

    Chemi, Tatiana; Kastberg, Peter

    2015-01-01

    hides behind this label? Is this concept at all new? The purpose of this article is threefold: 1) to describe Science Theatre in terms of typology with specific focus on environmental subjects, 2) to address Science Theatre as a borderline meeting place (agora or arena) between science and theatre 3......A community project with the intention of developing specific communication on environmental issues for children age 3-7 allies with a theatre artist and storyteller. The result is a meeting between science and theatre. Theatre, with its borderline praxis between entertainment and reflection...... offered a precious opportunity to deliver difficult scientific or social issues within the environmental mindset to such youngsters, an opportunity well exploited and well received. But what makes Science Theatre an obvious choice in order to communicate natural sciences or environmental issues? What...

  11. Mediating equity in shared water between community and industry: The effects of an after school program that addresses adolescents' knowledge, attitudes, and perceptions of water science and environmental issues

    Science.gov (United States)

    Patton, Mary Chandler

    This critical ethnography deconstructs how one participant researcher came to understand young adults' changing knowledge about water science and environmental issues in an after school program in Colombia. The program intended to empower self-identified young community leaders by teaching participants to engage community members in discourse related to how environmental factors impact one's level of health and quality of life. The data presented in this study illustrate how student participants responded to long-term teacher engagement and to particular curricular components that included hands-on science teaching and social justice coaching. I assessed how student interest in and knowledge of local water ecology and sanitation infrastructure changed throughout the program. Students' responses to the use of technology and digital media were also included in the analysis. The data demonstrates a dramatic change in student's attitudes and perceptions related to their environment and how they feel about their ability to make positive changes in their community.

  12. Nuclear science experiments in high schools

    International Nuclear Information System (INIS)

    Lowenthal, G.C.

    1990-01-01

    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

  13. Environmental science: A new opportunity for soil science

    Energy Technology Data Exchange (ETDEWEB)

    Pepper, I.L.

    2000-01-01

    During the golden era of soil science--from the 1950s to the 1980s--the main focus of this discipline was on the role of soil in production agriculture. More recently, renewed interest in the area of environmental science has offered new opportunities to soil scientists. Thus, many soil scientists are now working in areas such as bioremediation, waste recycling, and/or contaminant transport. Environmental science has, therefore, not only changed the traditional research role of soil scientists at land grant institutions but has also influenced student enrollment, the traditional soil science curriculum, and faculty recruitment. These changes require a new breed of soil scientist, one with a background not only in soil science but also in other areas of environmental science as well.

  14. Science school and culture school: improving the efficiency of high school science teaching in a system of mass science education.

    Science.gov (United States)

    Charlton, Bruce G

    2006-01-01

    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

  15. Inquiry-Based Integrated Science Education: Implementation of Local Content “Soil Washing” Project To Improve Junior High School Students’ Environmental Literacy

    Science.gov (United States)

    Syifahayu

    2017-02-01

    The study was conducted based on teaching and learning problems led by conventional method that had been done in the process of learning science. It gave students lack opportunities to develop their competence and thinking skills. Consequently, the process of learning science was neglected. Students did not have opportunity to improve their critical attitude and creative thinking skills. To cope this problem, the study was conducted using Project-Based Learning model through inquiry-based science education about environment. The study also used an approach called Sains Lingkungan and Teknologi masyarakat - “Saling Temas” (Environmental science and Technology in Society) which promoted the local content in Lampung as a theme in integrated science teaching and learning. The study was a quasi-experimental with pretest-posttest control group design. Initially, the subjects were given a pre-test. The experimental group was given inquiry learning method while the control group was given conventional learning. After the learning process, the subjects of both groups were given post-test. Quantitative analysis was performed using the Mann-Whitney U-test and also a qualitative descriptive. Based on the result, environmental literacy skills of students who get inquiry learning strategy, with project-based learning model on the theme soil washing, showed significant differences. The experimental group is better than the control group. Data analysis showed the p-value or sig. (2-tailed) is 0.000 <α = 0.05 with the average N-gain of experimental group is 34.72 and control group is 16.40. Besides, the learning process becomes more meaningful.

  16. Assessing High School Students’ Pro-Environmental Behaviour

    Science.gov (United States)

    Hidayah, N.; Agustin, R. R.

    2017-09-01

    This paper aims to reveal students’ pro-environmental behavior in a High School. Self-reported behavior assessment was administered in this study involving students with age range 15 to 18 years. Pro-environmental behavior in this study comprises six domains. Those are recycling, waste avoidance, consumerism, energy conservation, mobility and transportation, and vicarious conservation behavior. Pro-environmental behavior (PEB) of science class students was compared to behavior of non-science class students. Effect of students’ grade level and extracurricular activity on the behavior was evaluated. Study revealed that science could improve students’ PEB. It is because environmental topics are covered in science class. Student’s involvement in extracurricular activity may enhance PEB as well. In conclusion, students’ PEB is influenced by class program (science or non-science) but it is not influenced by time length in learning science. This finding could be consider by science educator in choosing strategy to enhance student’s pro-environmental behaviour.

  17. 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

    Science.gov (United States)

    1988-12-01

    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

  18. Environmental Management Science Program Workshop. Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    None

    1998-07-01

    The Department of Energy Office of Environmental Management (EM), in partnership with the Office of Energy Research (ER), designed, developed, and implemented the Environmental Management Science Program as a basic research effort to fund the scientific and engineering understanding required to solve the most challenging technical problems facing the government's largest, most complex environmental cleanup program. The intent of the Environmental Management Science Program is to: (1) Provide scientific knowledge that will revolutionize technologies and cleanup approaches to significantly reduce future costs, schedules, and risks. (2) Bridge the gap between broad fundamental research that has wide-ranging applications such as that performed in the Department's Office of Energy Research and needs-driven applied technology development that is conducted in Environmental Management's Office of Science and Technology. (3) Focus the nation's science infrastructure on critical Department of Energy environmental problems. In an effort to share information regarding basic research efforts being funded by the Environmental Management Science Program and the Environmental Management/Energy Research Pilot Collaborative Research Program (Wolf-Broido Program), this CD includes summaries for each project. These project summaries, available in portable document format (PDF), were prepared in the spring of 1998 by the principal investigators and provide information about their most recent project activities and accomplishments.

  19. Secondary School Students' Predictors of Science Attitudes

    Science.gov (United States)

    Tosun, Cemal; Genç, Murat

    2016-01-01

    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…

  20. Education sciences, schooling, and abjection: recognizing ...

    African Journals Online (AJOL)

    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

  1. Application in agriculture, forestry and environmental science

    International Nuclear Information System (INIS)

    Williams, J.; Holmes, J.W.; Williams, B. G.; Winkworth, R.E.

    1981-01-01

    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

  2. Journal of Applied Sciences and Environmental Management

    African Journals Online (AJOL)

    Journal of Applied Sciences and Environmental Management. ... Impacts of Organic Wastes on Water Quality of Woji Creek in Port Harcourt, Nigeria ... of Old Netim Village in Akamkpa Local Government Area of Cross River State, Nigeria ...

  3. Journal of Applied Sciences and Environmental Management ...

    African Journals Online (AJOL)

    Journal of Applied Sciences and Environmental Management. ... Types Of Contributions. Original research papers; review articles; case studies and short communications. 3. Copyright ... Example: Chukwu, M; Olusegun, AW; Mohammed, SSD.

  4. High school science fair and research integrity

    Science.gov (United States)

    Dalley, Simon; Shepherd, Karen; Reisch, Joan

    2017-01-01

    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

  5. Goddard Space Flight Center: 1994 Maryland/GSFC Earth and Environmental Science Teacher Ambassador Program

    Science.gov (United States)

    Latham, James

    1995-01-01

    The Maryland/Goddard Space Flight Center (GSFC) Earth and Environmental Science Teacher Ambassador Program was designed to enhance classroom instruction in the Earth and environmental science programs in the secondary schools of the state of Maryland. In October 1992, more than 100 school system administrators from the 24 local Maryland school systems, the Maryland State Department of Education, and the University of Maryland met with NASA GSFC scientists and education officers to propose a cooperative state-wide secondary school science teaching enhancement initiative.

  6. Senior High School Earth Sciences and Marine Sciences.

    Science.gov (United States)

    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…

  7. Connecting university science experiences to middle school science teaching

    Science.gov (United States)

    Johnson, Gordon; Laughran, Laura; Tamppari, Ray; Thomas, Perry

    1991-06-01

    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.

  8. Development environmental attitude of prospective science teachers

    International Nuclear Information System (INIS)

    Iqbal, H.M.

    2000-01-01

    Since the last three decades or so, we have witnessed the growing concern of human beings, all over the world, to adopt measures to conserve and preserve environment of the planet earth, because the same has been threatened by human activity and by way of our unparalleled intervention in the otherwise balanced environment. This awareness and concern has emerged as a need of incorporating environmental Issues into the normal curricula, so that we can educate the young generation to become informed decision-makers of the future. UNESCO and UNEP have advocated (since the last three decades) to teach environmentalised science to students. In Pakistan, there have been attempts to change curricula in accordance with the need of the time. Teachers need new kinds of skills, attitudes and commitment to teach science in an environmentalised fashion. This article discusses the impact of a semester-course on change in environmental attitudes of prospective science-teachers. A pre-test, post-test method was used to ascertain any change in environmental attitude of prospective science-teachers, after studying the environmental education course. It has been shown that there was a change in the environmental attitude of science-teachers as a result of the one-semester course, but the change or the level of attitude was not substantial or satisfactory. There seems to be a need of adopting a comprehensive approach to environmental education, and introducing teaching of environmental concepts at a very early age. (author)

  9. Accelerate synthesis in ecology and environmental sciences

    Science.gov (United States)

    Synthesis of diverse knowledge is a central part of all sciences, but especially those such as ecology and environmental sciences which draw information from many disciplines. Research and education in ecology are intrinsically synthetic, and synthesis is increasingly needed to find solutions for en...

  10. Promoting Science in Secondary School Education.

    Science.gov (United States)

    Chiovitti, Anthony; Duncan, Jacinta C; Jabbar, Abdul

    2017-06-01

    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.

  11. Understanding leadership in the environmental sciences

    OpenAIRE

    Evans, L.; Hicks, C.; Cohen, P.; Case, P.; Prideaux, M.; Mills, D.

    2015-01-01

    Leadership is often assumed, intuitively, to be an important driver of sustainable development. To understand how leadership is conceptualised and analysed in the environmental sciences and to discover what this research says about leadership outcomes, we conducted a review of environmental leadership research over the last ten years. We find that much of the environmental leadership literature we reviewed focuses on a few key individuals and desirable leadership competencies. It also reports...

  12. Bringing the Tools of Big Science to Bear on Local Environmental Challenges

    Science.gov (United States)

    Bronson, Scott; Jones, Keith W.; Brown, Maria

    2013-01-01

    We describe an interactive collaborative environmental education project that makes advanced laboratory facilities at Brookhaven National Laboratory accessible for one-year or multi-year science projects for the high school level. Cyber-enabled Environmental Science (CEES) utilizes web conferencing software to bring multi-disciplinary,…

  13. It's not rocket science : developing pupils’ science talent in out-of-school science education for primary schools

    NARCIS (Netherlands)

    Geveke, Carla

    2017-01-01

    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

  14. It's not rocket science : Developing pupils’ science talent in out-of-school science education for Primary Schools

    NARCIS (Netherlands)

    Geveke, Catherina

    2017-01-01

    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

  15. Healthful School Living: Environmental Health in the School.

    Science.gov (United States)

    Rowe, Daryl E.

    1987-01-01

    Environmental health, as it relates to schools, is defined. Site, chemical, biological, and physical health hazards are identified. Recommendations and precautions to help achieve optimal health, safety, and comfort are presented. Resources are noted. (Author/MT)

  16. Aviation environmental technology and science

    Institute of Scientific and Technical Information of China (English)

    Zhang Yanzhong

    2008-01-01

    Expatiating on the impact of aviation on the environment and aviation environmental protection projects are ex- pounded, and analyzing on the atmosphere pollution and effects on the aviation noise of aircraft discharge. Researching the approach to control aircraft exhaust pollution and noise pollution, and proposing the technology and management measures to reduce air pollution.

  17. Department of Environmental Science, Western

    African Journals Online (AJOL)

    USER

    2014-10-04

    Oct 4, 2014 ... Ethiopian Journal of Environmental Studies & Management 7(6): 628 – 634, 2014. ... of fuel wood, sometimes call fire-wood. For instance ... surrounding forest vegetation by felling and .... often referred to as ex-post facto was.

  18. Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs

    Science.gov (United States)

    Keselman, Alla; Levin, Daniel M.; Hundal, Savreen; Kramer, Judy F.; Matzkin, Karen; Dutcher, Gale

    2013-01-01

    In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students’ daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers’ and researchers’ perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students’ experience with socio-scientific argumentation. PMID:24382985

  19. Synchrotron Environmental Science-I Workshop Report

    International Nuclear Information System (INIS)

    1999-01-01

    Attendees of the Synchrotrons Environmental Science 1 (SES-1) workshop represented a broad spectrum of environmental science research areas and expertise in all of the current synchrotrons techniques (X-ray scattering and diffraction, X-ray absorption spectroscopy, and two- and three-dimensional X-ray imaging). These individuals came together to discuss current measurement obstacles in environmental research and, more specifically, ways to overcome such obstacles by applying synchrotrons radiation techniques. Significant obstacles in measurement affect virtually all of the research issues described. Attendees identified synchrotrons approaches of potential value in their research. A number of the environmental research studies discussed are currently being addressed with some success by synchrotron-based approaches. Nevertheless, improvements in low-Z measurement capabilities are needed to facilitate the use of synchrotrons radiation methodologies in environmental research

  20. Synchrotron Environmental Science-I Workshop Report.

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-07-08

    Attendees of the Synchrotrons Environmental Science 1 (SES-1) workshop represented a broad spectrum of environmental science research areas and expertise in all of the current synchrotrons techniques (X-ray scattering and diffraction, X-ray absorption spectroscopy, and two- and three-dimensional X-ray imaging). These individuals came together to discuss current measurement obstacles in environmental research and, more specifically, ways to overcome such obstacles by applying synchrotrons radiation techniques. Significant obstacles in measurement affect virtually all of the research issues described. Attendees identified synchrotrons approaches of potential value in their research. A number of the environmental research studies discussed are currently being addressed with some success by synchrotron-based approaches. Nevertheless, improvements in low-Z measurement capabilities are needed to facilitate the use of synchrotrons radiation methodologies in environmental research.

  1. The precautionary principle in environmental science.

    Science.gov (United States)

    Kriebel, D; Tickner, J; Epstein, P; Lemons, J; Levins, R; Loechler, E L; Quinn, M; Rudel, R; Schettler, T; Stoto, M

    2001-01-01

    Environmental scientists play a key role in society's responses to environmental problems, and many of the studies they perform are intended ultimately to affect policy. The precautionary principle, proposed as a new guideline in environmental decision making, has four central components: taking preventive action in the face of uncertainty; shifting the burden of proof to the proponents of an activity; exploring a wide range of alternatives to possibly harmful actions; and increasing public participation in decision making. In this paper we examine the implications of the precautionary principle for environmental scientists, whose work often involves studying highly complex, poorly understood systems, while at the same time facing conflicting pressures from those who seek to balance economic growth and environmental protection. In this complicated and contested terrain, it is useful to examine the methodologies of science and to consider ways that, without compromising integrity and objectivity, research can be more or less helpful to those who would act with precaution. We argue that a shift to more precautionary policies creates opportunities and challenges for scientists to think differently about the ways they conduct studies and communicate results. There is a complicated feedback relation between the discoveries of science and the setting of policy. While maintaining their objectivity and focus on understanding the world, environmental scientists should be aware of the policy uses of their work and of their social responsibility to do science that protects human health and the environment. The precautionary principle highlights this tight, challenging linkage between science and policy. PMID:11673114

  2. Portsmouth Atmospheric Science School (PASS) Project

    Science.gov (United States)

    Coleman, Clarence D.; Hathaway, Roger (Technical Monitor)

    2002-01-01

    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).

  3. High School Science Teachers' Views on Science Process Skills

    Science.gov (United States)

    Gultepe, Nejla

    2016-01-01

    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…

  4. Development and validation of the ACSI : measuring students' science attitudes, pro-environmental behaviour, climate change attitudes and knowledge

    NARCIS (Netherlands)

    Dijkstra, E. M.; Goedhart, M. J.

    2012-01-01

    This article describes the development and validation of the Attitudes towards Climate Change and Science Instrument. This 63-item questionnaire measures students' pro-environmental behaviour, their climate change knowledge and their attitudes towards school science, societal implications of

  5. Understanding leadership in the environmental sciences

    Directory of Open Access Journals (Sweden)

    Louisa S. Evans

    2015-03-01

    Full Text Available Leadership is often assumed, intuitively, to be an important driver of sustainable development. To understand how leadership is conceptualized and analyzed in the environmental sciences and to discover what this research says about leadership outcomes, we conducted a review of environmental leadership research over the last 10 years. We found that much of the environmental leadership literature focuses on a few key individuals and desirable leadership competencies. The literature also reports that leadership is one of the most important of a number of factors contributing to effective environmental governance. Only a subset of the literature highlights interacting sources of leadership, disaggregates leadership outcomes, or evaluates leadership processes in detail. We argue that the literature on environmental leadership is highly normative. Leadership is typically depicted as an unequivocal good, and its importance is often asserted rather than tested. We trace how leadership studies in the management sciences are evolving and argue that, taking into account the state of the art in environmental leadership research, more critical approaches to leadership research in environmental science can be developed.

  6. The DOE/NREL Environmental Science Program

    International Nuclear Information System (INIS)

    Douglas R. Lawson; Michael Gurevich

    2001-01-01

    This paper summarizes the several of the studies in the Environmental Science Program being sponsored by DOE's Office of Heavy Vehicle Technologies (OHVT) through the National Renewable Energy Laboratory (NREL). The goal of the Environmental Science Program is to understand atmospheric impacts and potential health effects that may be caused by the use of petroleum-based fuels and alternative transportation fuels from mobile sources. The Program is regulatory-driven, and focuses on ozone, airborne particles, visibility and regional haze, air toxics, and health effects of air pollutants. Each project in the Program is designed to address policy-relevant objectives. Current projects in the Environmental Science Program have four areas of focus: improving technology for emissions measurements; vehicle emissions measurements; emission inventory development/improvement; ambient impacts, including health effects

  7. The DOE/NREL Environmental Science Program

    Energy Technology Data Exchange (ETDEWEB)

    Douglas R. Lawson; Michael Gurevich

    2001-05-14

    This paper summarizes the several of the studies in the Environmental Science Program being sponsored by DOE's Office of Heavy Vehicle Technologies (OHVT) through the National Renewable Energy Laboratory (NREL). The goal of the Environmental Science Program is to understand atmospheric impacts and potential health effects that may be caused by the use of petroleum-based fuels and alternative transportation fuels from mobile sources. The Program is regulatory-driven, and focuses on ozone, airborne particles, visibility and regional haze, air toxics, and health effects of air pollutants. Each project in the Program is designed to address policy-relevant objectives. Current projects in the Environmental Science Program have four areas of focus: improving technology for emissions measurements; vehicle emissions measurements; emission inventory development/improvement; ambient impacts, including health effects.

  8. An Investigation of the Goals for an Environmental Science Course: Teacher and Student Perspectives

    Science.gov (United States)

    Blatt, Erica N.

    2015-01-01

    This investigation uses an ethnographic case study approach to explore the benefits and challenges of including a variety of goals within a high school Environmental Science curriculum. The study focuses on environmental education (EE) goals established by the Belgrade Charter (1975), including developing students' environmental awareness and…

  9. Towards a pragmatic science in schools

    Science.gov (United States)

    Segal, Gilda

    1997-06-01

    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.

  10. Framework for Reducing Teaching Challenges Relating to Improvisation of Science Education Equipment and Materials in Schools

    Science.gov (United States)

    Akuma, Fru Vitalis; Callaghan, Ronel

    2016-01-01

    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…

  11. Critical materialism: science, technology, and environmental sustainability.

    Science.gov (United States)

    York, Richard; Clark, Brett

    2010-01-01

    There are widely divergent views on how science and technology are connected to environmental problems. A view commonly held among natural scientists and policy makers is that environmental problems are primarily technical problems that can be solved via the development and implementation of technological innovations. This technologically optimistic view tends to ignore power relationships in society and the political-economic order that drives environmental degradation. An opposed view, common among postmodernist and poststructuralist scholars, is that the emergence of the scientific worldview is one of the fundamental causes of human oppression. This postmodernist view rejects scientific epistemology and often is associated with an anti-realist stance, which ultimately serves to deny the reality of environmental problems, thus (unintentionally) abetting right-wing efforts to scuttle environmental protection. We argue that both the technologically optimistic and the postmodernist views are misguided, and both undermine our ability to address environmental crises. We advocate the adoption of a critical materialist stance, which recognizes the importance of natural science for helping us to understand the world while also recognizing the social embeddedness of the scientific establishment and the need to challenge the manipulation of science by the elite.

  12. 1. National Congress of Environmental Science: Abstracts

    International Nuclear Information System (INIS)

    1995-01-01

    The First National Congress of Environmental Sciences had a plural participation in the environmental thematic. The public universities and the research institutes of the different states of Mexico submitted papers containing proposals of scientific and technological solutions to the problems of management of hazardous wastes: water and land pollution; new methods of evaluation to pollutants of air and water; protection and conservation of relevant species of the ecology; control of genetic alterations; development and conservation of natural resources, and environmental education. Another part of the abstracts is dedicated to the posters session (Author)

  13. Environmental Molecular Sciences Laboratory 2004 Annual Report

    Energy Technology Data Exchange (ETDEWEB)

    White, Julia C.

    2005-04-17

    This 2004 Annual Report describes the research and accomplishments of staff and users of the W.R. Wiley Environmental Molecular Sciences Laboratory (EMSL), located in Richland, Washington. EMSL is a multidisciplinary, national scientific user facility and research organization, operated by Pacific Northwest National Laboratory (PNNL) for the U.S. Department of Energy's Office of Biological and Environmental Research. The resources and opportunities within the facility are an outgrowth of the U.S. Department of Energy's (DOE) commitment to fundamental research for understanding and resolving environmental and other critical scientific issues.

  14. Nuclear analysis techniques and environmental sciences

    International Nuclear Information System (INIS)

    1997-10-01

    31 theses are collected in this book. It introduced molecular activation analysis micro-PIXE and micro-probe analysis, x-ray fluorescence analysis and accelerator mass spectrometry. The applications about these nuclear analysis techniques are presented and reviewed for environmental sciences

  15. The Environmental Science and Health Effects Program

    International Nuclear Information System (INIS)

    Michael Gurevich; Doug Lawson; Joe Mauderly

    2000-01-01

    The goal of the Environmental Science and Health Effect Program is to conduct policy-relevant research that will help us understand atmospheric impacts and potential health effects that may be caused by the use of petroleum-based fuels and alternative transportation fuels from mobile sources

  16. The Environmental Science and Health Effects Program

    Energy Technology Data Exchange (ETDEWEB)

    Michael Gurevich; Doug Lawson; Joe Mauderly

    2000-04-10

    The goal of the Environmental Science and Health Effect Program is to conduct policy-relevant research that will help us understand atmospheric impacts and potential health effects that may be caused by the use of petroleum-based fuels and alternative transportation fuels from mobile sources.

  17. Ecosystem Services in Environmental Science Literacy

    Science.gov (United States)

    Ruppert, John Robert

    2015-01-01

    Human beings depend on a set of benefits that emerge from functioning ecosystems, termed Ecosystem Services (ES), and make decisions in everyday life that affect these ES. Recent advancements in science have led to an increasingly sophisticated understanding of ES and how they can be used to inform environmental decision-making. Following suit, US…

  18. Indoor environmental health in schools

    Energy Technology Data Exchange (ETDEWEB)

    Small, B.M. [Envirodesic Certification Program, Stouffville, ON (Canada)

    1999-07-01

    Indoor health is a concern today because unhealthy environments can cause adverse health effects, poor learning and teaching and increased costs. The holistic view of the environment and human health links sick kids, absenteeism, teacher illness, education costs and mouldy schools. An historical perspective is provided on the problem and its treatment referring to: 1962 and chemical susceptibility, 1975 and open systems theory, 1978 and high risk groups, 1985 and pollution and education in Toronto, 1987 and health environments for Canadians, 1995 and the National Education Association in the U.S., 1997 and a U.S. Executive Order, 1998 and the Texas Dept. of Health, 1998 and the U.S. EPS website 'IAQ Tools for Schools', and 1998 and 'The air children breathe.' It is known that pollutants adversely affect health, that children are highly susceptible, that the role in schools has being known for decades, and that information is now available worldwide through the Internet. The reasons why mould is a problem are listed, and the effects of an unhealthy indoor environment are referred to. The benefits of a healthy indoor environment are listed, and the various means of creating a healthy indoor environment are outlined. New developments are referred to including: fresh air, building envelope, building leakage, airtightness of buildings, tight envelope and air supply, low-emission materials, maintenance and cleaning, strategy and financing, collaboration, and the possibility of healthy schools.

  19. How science makes environmental controversies worse

    International Nuclear Information System (INIS)

    Sarewitz, Daniel

    2004-01-01

    I use the example of the 2000 US Presidential election to show that political controversies with technical underpinnings are not resolved by technical means. Then, drawing from examples such as climate change, genetically modified foods, and nuclear waste disposal, I explore the idea that scientific inquiry is inherently and unavoidably subject to becoming politicized in environmental controversies. I discuss three reasons for this. First, science supplies contesting parties with their own bodies of relevant, legitimated facts about nature, chosen in part because they help make sense of, and are made sensible by, particular interests and normative frameworks. Second, competing disciplinary approaches to understanding the scientific bases of an environmental controversy may be causally tied to competing value-based political or ethical positions. The necessity of looking at nature through a variety of disciplinary lenses brings with it a variety of normative lenses, as well. Third, it follows from the foregoing that scientific uncertainty, which so often occupies a central place in environmental controversies, can be understood not as a lack of scientific understanding but as the lack of coherence among competing scientific understandings, amplified by the various political, cultural, and institutional contexts within which science is carried out. In light of these observations, I briefly explore the problem of why some types of political controversies become 'scientized' and others do not, and conclude that the value bases of disputes underlying environmental controversies must be fully articulated and adjudicated through political means before science can play an effective role in resolving environmental problems

  20. Box Cello Middle School Science Clubs

    Science.gov (United States)

    Vandegrift, Guy

    1998-10-01

    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/

  1. High School Physics Students' Personal Epistemologies and School Science Practice

    Science.gov (United States)

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

    2017-11-01

    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.

  2. Environmental Science: 49 Science Fair Projects. Science Fair Projects Series.

    Science.gov (United States)

    Bonnet, Robert L.; Keen, G. Daniel

    This book contains 49 science fair projects designed for 6th to 9th grade students. Projects are organized by the topics of soil, ecology (projects in habitat and life cycles), pests and controls (projects in weeds and insects), recycling (projects in resources and conservation), waste products (projects in decomposition), microscopic organisms,…

  3. USGS Environmental health science strategy: providing environmental health science for a changing world: public review release

    Science.gov (United States)

    Bright, Patricia R.; Buxton, Herbert T.; Balistrieri, Laurie S.; Barber, Larry B.; Chapelle, Francis H.; Cross, Paul C.; Krabbenhoft, David P.; Plumlee, Geoffrey S.; Sleeman, Jonathan M.; Tillitt, Donald E.; Toccalino, Patricia L.; Winton, James R.

    2012-01-01

    America has an abundance of natural resources. We have bountiful clean water, fertile soil, and unrivaled national parks, wildlife refuges, and public lands. These resources enrich our lives and preserve our health and wellbeing. These resources have been maintained because of our history of respect for their value and an enduring commitment to their vigilant protection. Awareness of the social, economic, and personal value of the health of our environment is increasing. The emergence of environmentally driven diseases caused by environmental exposure to contaminants and pathogens is a growing concern worldwide. New health threats and patterns of established threats are affected by both natural and anthropogenic changes to the environment. Human activities are key drivers of emerging (new and re-emerging) health threats. Societal demands for land and natural resources, a better quality of life, improved economic prosperity, and the environmental impacts associated with these demands will continue to increase. Natural earth processes, climate trends, and related climatic events will add to the environmental impact of human activities. These environmental drivers will influence exposure to disease agents, including viral, bacterial, prion, and fungal pathogens, parasites, natural earth materials, toxins and other biogenic compounds, and synthetic chemicals and substances. The U.S. Geological Survey (USGS) defines environmental health science broadly as the interdisciplinary study of relations among the quality of the physical environment, the health of the living environment, and human health. The interactions among these three spheres are driven by human activities, ecological processes, and natural earth processes; the interactions affect exposure to contaminants and pathogens and the severity of environmentally driven diseases in animals and people. This definition provides USGS with a framework for synthesizing natural science information from across the Bureau

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

    Science.gov (United States)

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

    2016-02-01

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

  5. Forensic Science Curriculum for High School Students

    Science.gov (United States)

    Burgess, Christiana J.

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

  6. Development in the Slovakia. General environmental science

    International Nuclear Information System (INIS)

    1998-01-01

    In this chapter the basic of the environmental science and preservation of the natural memories; The protection of the nature and landscape; The protection of the forest; The protection of the trees growing outside of the forests, parks and gardens; The protection of free growing of species of plants; The protection of free living species of animals; The protection of animals and game law; The protection of fishes and fishery; The water protection, their balance and water farm; The health protection of the man (Radiation protection and nuclear safety is included); The veterinary ministration and protection of animals; The air protection and protection of the ozone layer; Wastes and waste management; The protection and agricultural use of soil; The protection and use of minerals; The protection of cultural heritage in the landscape; The territorial planning, building order and environmental rationalizing; The assessment of influences on the environment; The state fund of the environment; The state administration for the environment; The access to environmental information; The law about the environment and basic meanings of the environmentalism; The environmental terminology in the environmental law; The environmental terminology in the development and documents of environmental law are reviewed

  7. Constructing Your Self in School Science

    DEFF Research Database (Denmark)

    Otrel-Cass, Kathrin

    2016-01-01

    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...

  8. 1998 Environmental Management Science Program Annual Report

    International Nuclear Information System (INIS)

    1999-01-01

    The Environmental Management Science Program (EMSP) is a collaborative partnership between the DOE Office of Environmental Management (EM), Office of Science (DOE-SC), and the Idaho Operations Office (DOE-ID) to sponsor basic environmental and waste management related research. Results are expected to lead to reduction of the costs, schedule, and risks associated with cleaning up the nation's nuclear complex. The EMSP research portfolio addresses the most challenging technical problems of the EM program related to high level waste, spent nuclear fuel, mixed waste, nuclear materials, remedial action, decontamination and decommissioning, and health, ecology, or risk. The EMSP was established in response to a mandate from Congress in the fiscal year 1996 Energy and Water Development Appropriations Act. Congress directed the Department to ''provide sufficient attention and resources to longer-term basic science research which needs to be done to ultimately reduce cleanup costs, develop a program that takes advantage of laboratory and university expertise, and seek new and innovative cleanup methods to replace current conventional approaches which are often costly and ineffective''. This mandate followed similar recommendations from the Galvin Commission to the Secretary of Energy Advisory Board. The EMSP also responds to needs identified by National Academy of Sciences experts, regulators, citizen advisory groups, and other stakeholders

  9. Citizen Environmental Science in Support of Educatio

    Science.gov (United States)

    Butler, D. M.; Cavalier, D.; Potter, S.; Wagner, R.; Wegner, K.; Hammonds, J.

    2016-12-01

    Through two grants, a partnership among SciStarter, ECO-Schools, the GLOBE Program, and Youth Learning as Citizen Environmental Scientists has recruited, trained, and equipped over 100 US schools, youth groups and other citizen scientists to take several environmental measurements - surface soil moisture and temperature, precipitation, and clouds. Implementation by some has begun but many more will start implementation in the fall. These local measurements may be compared with data from the Soil Moisture Active Passive (SMAP), Global Precipitation Measurement (GPM), and other satellite missions. The measurement protocols of GLOBE specify how these data are collected so as to produce reliable data that are intercomparable across space and time. GLOBE also provides the information infrastructure for storing these data and making them openly available. This presentation will examine the initial results of this effort in terms of participation, student and professional data use, and educational benefits.

  10. Development and Validation of the ACSI: Measuring Students' Science Attitudes, Pro-Environmental Behaviour, Climate Change Attitudes and Knowledge

    Science.gov (United States)

    Dijkstra, E. M.; Goedhart, M. J.

    2012-01-01

    This article describes the development and validation of the Attitudes towards Climate Change and Science Instrument. This 63-item questionnaire measures students' pro-environmental behaviour, their climate change knowledge and their attitudes towards school science, societal implications of science, scientists, a career in science and the urgency…

  11. Environmental Science: Processes & Impacts in 2018.

    Science.gov (United States)

    2018-02-21

    2017 was another successful year for Environmental Science: Processes & Impacts (ESPI); it saw the expansion of our Editorial team and publication of two excellent Themed Issues, all while maintaining our commitment to provide our authors with exceptional customer service and fast times to publication. Through this Editorial, we wish to reflect upon some of the highlights from 2017 and also take this opportunity to reveal further new additions to the ESPI team and our plans for 2018.

  12. Trace-element analysis in environmental sciences

    International Nuclear Information System (INIS)

    Valkovic, V.; Moschini, G.

    1988-01-01

    The use of charged-particle accelerators in trace-element analysis in the field of environmental sciences is described in this article. Nuclear reactions, charged-particle-induced X-ray emission as well as other nuclear and atomic processes can be used individually, or combined, in developing adequate analytical systems. In addition to concentration levels, concentration levels, concentration profiles can be measured, resulting in unique information. Some examples of experiments performed are described together with the suggestions for future measurements [pt

  13. Archives: African Journal of Environmental Science and Technology

    African Journals Online (AJOL)

    Items 1 - 50 of 117 ... Archives: African Journal of Environmental Science and Technology. Journal Home > Archives: African Journal of Environmental Science and Technology. Log in or Register to get access to full text downloads.

  14. Flipped Science Inquiry@Crescent Girls' School

    Directory of Open Access Journals (Sweden)

    Peishi Goh

    2017-06-01

    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.

  15. Science Lives: School choices and `natural tendencies'

    Science.gov (United States)

    Salehjee, Saima; Watts, Mike

    2015-03-01

    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.

  16. GeoBus: sharing science research with schools

    Science.gov (United States)

    Roper, Kathryn; Robinson, Ruth; Moorhouse, Ben

    2016-04-01

    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

  17. The Integration of Environmental Education in Science Materials by Using "MOTORIC" Learning Model

    Science.gov (United States)

    Sukarjita, I. Wayan; Ardi, Muhammad; Rachman, Abdul; Supu, Amiruddin; Dirawan, Gufran Darma

    2015-01-01

    The research of the integration of Environmental Education in science subject matter by application of "MOTORIC" Learning models has carried out on Junior High School Kupang Nusa Tenggara Timur Indonesia. "MOTORIC" learning model is an Environmental Education (EE) learning model that collaborate three learning approach i.e.…

  18. Growth of Environmental Science at the NSLS

    International Nuclear Information System (INIS)

    Northrup, P.; Lanzirotti, A.; Celestian, A.

    2007-01-01

    In the 25 years since the National Synchrotron Light Source (NSLS) began operations, synchrotron 'user facilities' have had a growing impact on research in molecular environmental science (MES). For example, synchrotron-based analytical techniques have allowed researchers to determine the molecular-level speciation of environmentally relevant elements and evaluate their spatial distribution and phase association at very low concentration levels (low parts per million) with micrometer or nanometer resolution [1]. For the environmental scientist, one of the primary advantages of these synchrotron-based techniques is that samples need not be disturbed or destroyed for study; characterization can often be done in-situ in dilute and heterogeneous natural samples with no need for species separation, pre-concentration, or pre-treatment [2]. Liquids, hydrated solids, and biological samples can also often be directly analyzed, which is of fundamental importance in environmental science for understanding the molecular-scale processes that occur at mineral-water interfaces and in understanding how abiotic and biotic processes are involved in the distribution, mobility and ultimate fate of molecular species in the environment.

  19. Growth of Environmental Science at the NSLS

    Energy Technology Data Exchange (ETDEWEB)

    Northrup,P.; Lanzirotti, A.; Celestian, A.

    2007-01-01

    In the 25 years since the National Synchrotron Light Source (NSLS) began operations, synchrotron 'user facilities' have had a growing impact on research in molecular environmental science (MES). For example, synchrotron-based analytical techniques have allowed researchers to determine the molecular-level speciation of environmentally relevant elements and evaluate their spatial distribution and phase association at very low concentration levels (low parts per million) with micrometer or nanometer resolution [1]. For the environmental scientist, one of the primary advantages of these synchrotron-based techniques is that samples need not be disturbed or destroyed for study; characterization can often be done in-situ in dilute and heterogeneous natural samples with no need for species separation, pre-concentration, or pre-treatment [2]. Liquids, hydrated solids, and biological samples can also often be directly analyzed, which is of fundamental importance in environmental science for understanding the molecular-scale processes that occur at mineral-water interfaces and in understanding how abiotic and biotic processes are involved in the distribution, mobility and ultimate fate of molecular species in the environment.

  20. 75 FR 65365 - National Institute of Environmental Health Sciences;

    Science.gov (United States)

    2010-10-22

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... clearly unwarranted invasion of personal privacy. Name of Committee: Environmental Health Sciences Review... evaluate grant applications. Place: Nat. Inst. of Environmental Health Sciences, Building 101, Rodbell...

  1. Learning to teach science in urban schools

    Science.gov (United States)

    Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

    2001-10-01

    Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

  2. Incorporating Earth Science into Other High School Science Classes

    Science.gov (United States)

    Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

    2016-12-01

    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.

  3. Environmental Sciences Division Groundwater Program Office

    International Nuclear Information System (INIS)

    1993-01-01

    This first edition of the Martin Marietta Energy Systems, Inc., (Energy Systems) Groundwater Program Annual Report summarizes the work carried out by the Energy Systems GWPO for fiscal year (FY) 1993. This introductory section describes the GWPO's staffing, organization, and funding sources. The GWPO is responsible for coordination and oversight for all components of the groundwater program at the three Oak Ridge facilities [ORNL, the Oak Ridge Y-12 Plant, and the Oak Ridge K-25 Site], and the PGDP and PORTS, respectively. Several years ago, Energy systems senior management recognized that the manner in which groundwater activities were conducted at the five facilities could result in unnecessary duplication of effort, inadequate technical input to decisions related to groundwater issues, and could create a perception within the regulatory agencies of a confusing and inconsistent approach to groundwater issues at the different facilities. Extensive interactions among management from Environmental Compliance, Environmental Restoration (ER), Environmental Sciences Division, Environmental Safety and Health, and the five facilities ultimately led to development of a net technical umbrella organization for groundwater. On April 25, 1991, the GWPO was authorized to be set up within ORNL thereby establishing a central coordinating office that would develop a consistent technical and administrative direction for the groundwater programs of all facilities and result in compliance with all relevant U.S. Environmental Protection Agency (EPA) regulations such as RCRA and Comprehensive Environmental Restoration, Compensation and Liability Act (CERCLA) as well as U.S. Department of Energy (DOE) regulations and orders. For example, DOE Order 5400.1, issued on November 9, 1988, called for each DOE facility to develop an environmental monitoring program for all media (e.g., air, surface water, and groundwater)

  4. Teaching the Ethical Aspects of Environmental Science

    Science.gov (United States)

    Palinkas, C. M.

    2014-12-01

    Environmental and societal issues are often inherently linked, especially in coastal and estuarine environments, and science and social values must often be balanced in ecosystem management and decision-making. A new seminar course has been developed for the Marine Estuarine and Environmental Science (MEES) graduate program, an inter-institutional program within the University System of Maryland, to examine these issues. This 1-credit course, offered for the first time in Spring 2015, takes a complex systems perspective on major environmental and societal challenges to examine these linked issues in a variety of contexts. After a brief introduction to the emerging field of "geoethics," students develop a list of issues to examine throughout the seminar. Example topics could include fracking, offshore wind technology, dam removal, and iron fertilization, among others. A case-study approach is taken, with each class meeting focusing on one issue. For each case study, students are asked to 1) identify relevant scientific principles and major knowledge gaps, 2) predict potential outcomes, 3) identify stakeholders and likely viewpoints, and 4) construct communication plans to disseminate findings to these stakeholders. At the end of the semester, students give a brief presentation of the ethical aspects of their own research topics.

  5. Impact of Texas high school science teacher credentials on student performance in high school science

    Science.gov (United States)

    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.

  6. environmental education for port elizabeth schools

    African Journals Online (AJOL)

    performed to gain a real is tic understanding of the successes and failings of the environmental study. Ve~~.vo.lg vatt bt. 13. VAN ZYL A. E. 1985: Language and Experience: Educa- tional barriers in teaching. SAM!:.B. Vol. 16 no. 5 pp.244-247 March. VAN ZYL S. 1gs1: The Albany Museum School Service. - 44 years. SAJ.

  7. A science data gateway for environmental management: A SCIENCE DATA GATEWAY FOR ENVIRONMENTAL MANAGEMENT

    Energy Technology Data Exchange (ETDEWEB)

    Agarwal, Deborah A. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Faybishenko, Boris [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Freedman, Vicky L. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Krishnan, Harinarayan [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Kushner, Gary [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Lansing, Carina [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Porter, Ellen [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Romosan, Alexandru [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Shoshani, Arie [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Wainwright, Haruko [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Weidmer, Arthur [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Wu, Kesheng [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

    2015-10-12

    Science data gateways are effective in providing complex science data collections to the world-wide user communities. In this paper we describe a gateway for the Advanced Simulation Capability for Environmental Management (ASCEM) framework. Built on top of established web service technologies, the ASCEM data gateway is specifically designed for environmental modeling applications. Its key distinguishing features include: (1) handling of complex spatiotemporal data, (2) offering a variety of selective data access mechanisms, (3) providing state of the art plotting and visualization of spatiotemporal data records, and (4) integrating seamlessly with a distributed workflow system using a RESTful interface. ASCEM project scientists have been using this data gateway since 2011.

  8. Analysis of high school students’ environmental literacy

    Science.gov (United States)

    Wardani, R. A. K.; Karyanto, P.; Ramli, M.

    2018-05-01

    The student’s environmental literacy (EL) is a vital component to improve the awareness of student on environmental issues. This research aims to measure and analyse the EL of high school students, and how the topic of environment has been taught in high school. The research was conducted in February to April 2017. The EL was measured on three aspects, i.e. knowledge, attitude and concern. The participants were sixty-five (21 boys, 44 girls) purposively selected from students of grade X, XI and XII of one Senior High School in Karanganyar Regency, Indonesia. The knowledge of students on concepts of environmental issues was tested by fourteen main questions followed by supported questions. The result showed that 80% of students were classified as inadequate category. The attitude of students was measured by New Ecological Paradigm (NEP) consisted of fifteen items, and students’ average score was 46.42 (medium). The concern was measured by fifteen statements about environment, and it was ranged from 2.58 to 4.18. EL of students may low due to students’ lack understanding of the environment concepts, the limited theories and concepts transferred to students, inappropriate lesson plan to meet the EL components.

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

    Science.gov (United States)

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

    2017-12-01

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

  10. BEST: Bilingual environmental science training: Kindergarten level

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-03-01

    This booklet is one of a series of bilingual guides to environmental-science learning activities for students to do at home. Lesson objectives, materials required, procedure, vocabulary, and subjects integrated into the lesson are described in English for each lesson. A bilingual glossary, alphabetized by English entries, with Spanish equivalents in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references. This booklet includes descriptions of six lessons covering the senses of touch and sight, the sense of smell, how to distinguish living and non-living things, cell structures, the skeletal system, and the significance of food groups. 8 figs.

  11. Elementary school children's science learning from school field trips

    Science.gov (United States)

    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.

  12. Building of Environmental Literacy among Middle School Students: The Role of In-School, Out of School, and Psychological Factors

    Science.gov (United States)

    Stevenson, Kathryn Tate

    among black and Hispanic students. Chapter 2. Significant life experience (SLE) research suggests presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools. Chapter 3. Though many climate literacy efforts attempt to communicate climate change as a risk, these strategies may be ineffective because among adults, worldview rather than scientific understanding largely drives climate change risk perceptions. Further, increased science literacy may polarize worldview-driven perceptions, making some climate literacy efforts counterproductive among skeptics. Because worldviews are still forming in the teenage years, adolescents may represent a more receptive audience. This study examined how worldview and climate change knowledge related to acceptance of anthropogenic global warming (AGW) and in turn, climate change risk perception among middle school students. We found respondents with individualistic worldviews were 16.1 percentage points less likely to accept AGW than communitarian respondents at median knowledge levels, mirroring findings in similar studies among adults. The interaction between knowledge and worldview, however, was opposite from previous studies among

  13. High school students' implicit theories of what facilitates science learning

    Science.gov (United States)

    Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

    2011-11-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

  14. A confluence of traditions: Examining teacher practice in the merging of secondary science and environmental education

    Science.gov (United States)

    Astrid, Steele

    Embedding environmental education within secondary science curriculum presents both philosophical and practical difficulties for teachers. This ethnographic/narrative study, with its methodology grounded in eco-feminism and realism/constructivism, examines the work of six secondary science teachers as they engage in an action research project focused on merging environmental education in their science lessons. Over the course of several months the teachers examine and discuss their views and their professional development related to the project. In the place of definitive conclusions, eight propositions relating the work of secondary science teachers to environmental education, form the basis for a discussion of the implications of the study. The implications are particularly relevant to secondary schools in Ontario, Canada, where the embedding of environmental education in science studies has been mandated.

  15. Junior High School Students’ Perception about Simple Environmental Problem as an Impact of Problem based Learning

    Science.gov (United States)

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

    2017-09-01

    Environmental problem is a real problem that occur in student’s daily life. Junior high school students’ perception about environmental problem is interesting to be investigated. The major aim of this study is to explore junior high school students’ perception about environmental problems around them and ways to solve the problem. The subject of this study is 69 Junior High School Students from two Junior High School in Bandung. This study use two open ended question. The core of first question is environmental problem around them (near school or house). The core of second question is the way to prevent or to solve the problem. These two question are as an impact of problem based learning in science learning. There are two major findings in this study. The first finding, based on most students’ perception, plastic waste cause an environmental problem. The second finding, environmental awareness can be a solution to prevent environmental pollution. The third finding, most student can classify environmental pollution into land, water and air pollution. We can conclude that Junior High School Students see the environmental problem as a phenomenon and teacher can explore environmental problem to guide the way of preventing and resolving environmental problem.

  16. Molecular environmental science and synchrotron radiation sources

    Energy Technology Data Exchange (ETDEWEB)

    Brown, G.E. Jr. [Stanford Univ., CA (United States)

    1995-12-31

    Molecular environmental science is a relatively new field but focuses on the chemical and physical forms of toxic and/or radioactive contaminants in soils, sediments, man-made waste forms, natural waters, and the atmosphere; their possible reactions with inorganic and organic compounds, plants, and organisms in the environment; and the molecular-level factors that control their toxicity, bioavailability, and transport. The chemical speciation of a contaminant is a major factor in determining its behavior in the environment, and synchrotron-based X-ray absorption fine structure (XAFS) spectroscopy is one of the spectroscopies of choice to quantitatively determine speciation of heavy metal contaminants in situ without selective extraction or other sample treatment. The use of high-flux insertion device beam lines at synchrotron sources and multi-element array detectors has permitted XAFS studies of metals such as Se and As in natural soils at concentration levels as low as 50 ppm. The X-ray absorption near edge structure of these metals is particularly useful in determining their oxidation state. Examples of such studies will be presented, and new insertion device beam lines under development at SSRL and the Advanced Photon Source for molecular environmental science applications will be discussed.

  17. Investigating Your School's Science Teaching and Learning Culture

    Science.gov (United States)

    Sato, Mistilina; Bartiromo, Margo; Elko, Susan

    2016-01-01

    The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.

  18. A Computer Learning Center for Environmental Sciences

    Science.gov (United States)

    Mustard, John F.

    2000-01-01

    In the fall of 1998, MacMillan Hall opened at Brown University to students. In MacMillan Hall was the new Computer Learning Center, since named the EarthLab which was outfitted with high-end workstations and peripherals primarily focused on the use of remotely sensed and other spatial data in the environmental sciences. The NASA grant we received as part of the "Centers of Excellence in Applications of Remote Sensing to Regional and Global Integrated Environmental Assessments" was the primary source of funds to outfit this learning and research center. Since opening, we have expanded the range of learning and research opportunities and integrated a cross-campus network of disciplines who have come together to learn and use spatial data of all kinds. The EarthLab also forms a core of undergraduate, graduate, and faculty research on environmental problems that draw upon the unique perspective of remotely sensed data. Over the last two years, the Earthlab has been a center for research on the environmental impact of water resource use in and regions, impact of the green revolution on forest cover in India, the design of forest preserves in Vietnam, and detailed assessments of the utility of thermal and hyperspectral data for water quality analysis. It has also been used extensively for local environmental activities, in particular studies on the impact of lead on the health of urban children in Rhode Island. Finally, the EarthLab has also served as a key educational and analysis center for activities related to the Brown University Affiliated Research Center that is devoted to transferring university research to the private sector.

  19. Exploring Social Dynamics in School Science Context

    Directory of Open Access Journals (Sweden)

    Mehmet C. Ayar

    2014-09-01

    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.

  20. The environmental science and law II. The short development of the environmental science and environmental law

    International Nuclear Information System (INIS)

    Klinda, J.

    1998-01-01

    This book contains the basic documents about environmental laws and related documents approved in the world and in the Slovak Republic. The system of the environmental laws and organizations in the world and in the Slovak Republic are reviewed. A review of a selected environmental laws of the Slovak Republic are included. The significant world acts (declarations, charters and other documents) are reviewed

  1. Elementary and middle school science improvement project

    Science.gov (United States)

    Mcguire, Saundra Y.

    1989-01-01

    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.

  2. Exploring high school students' use of theory and evidence in an everyday context: the role of scientific thinking in environmental science decision-making

    Science.gov (United States)

    Yang, Fang-Ying

    2004-11-01

    This study examined 10th-grade students' use of theory and evidence in evaluating a socio-scientific issue: the use of underground water, after students had received a Science, Technology and Society-oriented instruction. Forty-five male and 45 female students from two intact, single-sex, classes participated in this study. A flow-map method was used to assess the participants' conceptual knowledge. The reasoning mode was assessed using a questionnaire with open-ended questions. Results showed that, although some weak to moderate associations were found between conceptual organization in memory and reasoning modes, the students' ability to incorporate theory and evidence was in general inadequate. It was also found that students' reasoning modes were consistent with their epistemological perspectives. Moreover, male and female students appear to have different reasoning approaches.

  3. Teaching computer science at school: some ideas

    OpenAIRE

    Bodei, Chiara; Grossi, Roberto; Lagan?, Maria Rita; Righi, Marco

    2010-01-01

    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.

  4. Air, Ocean and Climate Monitoring Enhancing Undergraduate Training in the Physical, Environmental and Computer Sciences

    Science.gov (United States)

    Hope, W. W.; Johnson, L. P.; Obl, W.; Stewart, A.; Harris, W. C.; Craig, R. D.

    2000-01-01

    Faculty in the Department of Physical, Environmental and Computer Sciences strongly believe in the concept that undergraduate research and research-related activities must be integrated into the fabric of our undergraduate Science and Technology curricula. High level skills, such as problem solving, reasoning, collaboration and the ability to engage in research, are learned for advanced study in graduate school or for competing for well paying positions in the scientific community. One goal of our academic programs is to have a pipeline of research activities from high school to four year college, to graduate school, based on the GISS Institute on Climate and Planets model.

  5. Fostering science literacy, environmental stewardship, and collaboration: Assessing a garden-based approach to teaching life science

    Science.gov (United States)

    Fisher-Maltese, Carley B.

    Recently, schools nationwide have expressed a renewed interest in school gardens (California School Garden Network, 2010), viewing them as innovative educational tools. Most of the scant studies on these settings investigate the health/nutritional impacts, environmental attitudes, or emotional dispositions of students. However, few studies examine the science learning potential of a school garden from an informal learning perspective. Those studies that do examine learning emphasize individual learning of traditional school content (math, science, etc.) (Blaire, 2009; Dirks & Orvis, 2005; Klemmer, Waliczek & Zajicek, 2005a & b; Smith & Mostenbocker, 2005). My study sought to demonstrate the value of school garden learning through a focus on measures of learning typically associated with traditional learning environments, as well as informal learning environments. Grounded in situated, experiential, and contextual model of learning theories, the purpose of this case study was to examine the impacts of a school garden program at a K-3 elementary school. Results from pre/post tests, pre/post surveys, interviews, recorded student conversations, and student work reveal a number of affordances, including science learning, cross-curricular lessons in an authentic setting, a sense of school community, and positive shifts in attitude toward nature and working collaboratively with other students. I also analyzed this garden-based unit as a type curriculum reform in one school in an effort to explore issues of implementing effective practices in schools. Facilitators and barriers to implementing a garden-based science curriculum at a K-3 elementary school are discussed. Participants reported a number of implementation processes necessary for success: leadership, vision, and material, human, and social resources. However, in spite of facilitators, teachers reported barriers to implementing the garden-based curriculum, specifically lack of time and content knowledge.

  6. NATURAL SCIENCE AT SCHOOL: MODERN APPROACHES TO THE DIFFERENTIATED STUDY

    Directory of Open Access Journals (Sweden)

    Dechtyarenko S.G.

    2015-08-01

    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

  7. High school students as science researchers: Opportunities and challenges

    Science.gov (United States)

    Smith, W. R.; Grannas, A. M.

    2007-12-01

    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.

  8. The Graduate School of Climate Sciences, University of Bern

    Science.gov (United States)

    Martin, L.

    2012-04-01

    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

  9. COOPEUS - connecting research infrastructures in environmental sciences

    Science.gov (United States)

    Koop-Jakobsen, Ketil; Waldmann, Christoph; Huber, Robert

    2015-04-01

    The COOPEUS project was initiated in 2012 bringing together 10 research infrastructures (RIs) in environmental sciences from the EU and US in order to improve the discovery, access, and use of environmental information and data across scientific disciplines and across geographical borders. The COOPEUS mission is to facilitate readily accessible research infrastructure data to advance our understanding of Earth systems through an international community-driven effort, by: Bringing together both user communities and top-down directives to address evolving societal and scientific needs; Removing technical, scientific, cultural and geopolitical barriers for data use; and Coordinating the flow, integrity and preservation of information. A survey of data availability was conducted among the COOPEUS research infrastructures for the purpose of discovering impediments for open international and cross-disciplinary sharing of environmental data. The survey showed that the majority of data offered by the COOPEUS research infrastructures is available via the internet (>90%), but the accessibility to these data differ significantly among research infrastructures; only 45% offer open access on their data, whereas the remaining infrastructures offer restricted access e.g. do not release raw data or sensible data, demand user registration or require permission prior to release of data. These rules and regulations are often installed as a form of standard practice, whereas formal data policies are lacking in 40% of the infrastructures, primarily in the EU. In order to improve this situation COOPEUS has installed a common data-sharing policy, which is agreed upon by all the COOPEUS research infrastructures. To investigate the existing opportunities for improving interoperability among environmental research infrastructures, COOPEUS explored the opportunities with the GEOSS common infrastructure (GCI) by holding a hands-on workshop. Through exercises directly registering resources

  10. The Changing Roles of Science Specialists during a Capacity Building Program for Primary School Science

    Science.gov (United States)

    Herbert, Sandra; Xu, Lihua; Kelly, Leissa

    2017-01-01

    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…

  11. Panarchy use in environmental science for risk and resilience planning

    Science.gov (United States)

    Environmental sciences have an important role in informing sustainable management of built environments by providing insights about the drivers and potentially negative impacts of global environmental change. Here, we discuss panarchy theory, a multi-scale hierarchical concept th...

  12. Improving Science and IT Literacy by Providing Urban-Based Environmental Science Research Opportunities

    Science.gov (United States)

    Cuff, K. E.; Corazza, L.; Liang, J.

    2007-12-01

    A U.C. Berkeley-based outreach program known as Environmental Science Information Technology Activities has been in operation over the past four years. The primary aim of the program is to provide opportunities for grades 9 and 10 students in diverse East San Francisco Bay Area communities to develop deeper understandings of the nature and conduct of science, which will increase their capacity to enroll and perform successfully in science, technology, engineering, and mathematics (STEM) courses in the future. Design of the program has been informed by recent research that indicates a close relationship between educational activities that promote the perception of STEM as being relevant and the ability to foster development of deeper conceptual understandings among teens. Accordingly, ESITA includes an important student-led environmental science research project component, which provides participants with opportunities to engage in research investigations that are directly linked to relevant, real-world environmental problems and issues facing their communities. Analysis of evidence gleaned from questionnaires, interviews with participants and specific assessment/evaluation instruments indicates that ESITA program activities, including after-school meetings, summer and school year research projects, and conference preparations and presentations has provided students with high-quality inquiry science experiences that increased their knowledge of STEM and IT concepts, as well as their understanding of the nature of the scientific enterprise. In addition, the program has achieved a high degree of success in that it has: enhanced participants' intellectual self-confidence with regard to STEM; developed deeper appreciation of how scientific research can contribute to the maintenance of healthy local environments; developed a greater interest in participating in STEM-related courses of study and after school programs; and improved attitudes toward STEM. Overall

  13. SSR: What's in "School Science Review" for "PSR" Readers?

    Science.gov (United States)

    Lakin, Liz

    2004-01-01

    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…

  14. Motivating Students with Authentic Science Experiences: Changes in Motivation for School Science

    Science.gov (United States)

    Hellgren, Jenny M.; Lindberg, Stina

    2017-01-01

    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…

  15. Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions

    Science.gov (United States)

    Miranda, Rommel

    2012-01-01

    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…

  16. The Relationship between Environmental Quality of School Facilities and Student Performance. Energy Smart Schools: Opportunities To Save Money, Save Energy and Improve Student Performance. A Congressional Briefing to the U.S. House of Representatives Committee on Science.

    Science.gov (United States)

    Lackney, Jeffery A.

    Congressional testimony is presented concerning school buildings and their connection to student health, behavior, and learning, including a review of selected empirical studies conducted over the past 30 years showing an explicit relationship between physical characteristics of school buildings and educational outcomes. The factors responsible…

  17. Using constructivist teaching strategies in high school science classrooms to cultivate positive attitudes toward science

    Science.gov (United States)

    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

  18. Epistemic agency in an environmental sciences watershed investigation fostered by digital photography

    Science.gov (United States)

    Zimmerman, Heather Toomey; Weible, Jennifer L.

    2018-05-01

    This collective case study investigates the role of digital photography to support high school students' engagement in science inquiry practices during a three-week environmental sciences unit. The study's theoretical framework brings together research from digital photography, participation in environmental science practices, and epistemic agency. Data analysed include field notes and video transcripts from two groups of learners (n = 19) that focus on how high school students used digital photography during their participation in two distinct environmental monitoring practices: stream mapping and macroinvertebrate identification. Our study resulted in two findings related to the role of digital photography where students developed knowledge as they engaged in environmental monitoring inquiry practices. First, we found that digital photography was integral to the youths' epistemic agency (defined as their confidence that they could build knowledge related to science in their community) as they engaged in data collection, documenting environmental monitoring procedures, and sharing data in the classroom. Based this finding, an implication of our work is a refined view of the role of digital photography in environmental sciences education where the use of photography enhances epistemic agency in inquiry-based activities. Second, we found that the youths innovated a use of digital photography to foster a recognition that they were capable and competent in scientific procedures during a streamside study. Based on this finding, we offer a theoretical implication that expands the construct of epistemic agency; we posit that epistemic agency includes a subcomponent where the students purposefully formulate an external recognition as producers of scientific knowledge.

  19. Research report 1987-1989: Environmental Quality Laboratory and Environmental Engineering Science, W. M. Keck Laboratories

    OpenAIRE

    Brooks, Norman H.

    1990-01-01

    This research biennial report for 1987-89 covers the activities of both the Environmental Engineering Science program and the Environmental Quality Laboratory for the period October 1987-November 1989. Environmental Engineering Science is the degree-granting academic program housed in the Keck Laboratories, with associated research projects. The Environmental Quality Laboratory is a research center focusing on large scale problems of environmental quality and natural resources. All the facult...

  20. 76 FR 38189 - New Proposed Collection; Comment Request; Environmental Science Formative Research Methodology...

    Science.gov (United States)

    2011-06-29

    ... consortium of representatives from appropriate Federal agencies (including the Centers for Disease Control... prospective cohort study, from birth to adulthood, to evaluate the effects of both chronic and intermittent..., fathers, public health and environmental science professional organizations and practitioners, and schools...

  1. Journal of Applied Sciences and Environmental Management - Vol ...

    African Journals Online (AJOL)

    Journal of Applied Sciences and Environmental Management. ... AFRICAN JOURNALS ONLINE (AJOL) · Journals · Advanced Search · USING ... Journal of Applied Sciences and Environmental Management - Vol 22, No 5 (2018) .... Growth Performance of Five Bean (Phaseolus spp) Varieties as Influenced by Organic ...

  2. Journal of Applied Sciences and Environmental Management - Vol ...

    African Journals Online (AJOL)

    Journal of Applied Sciences and Environmental Management. ... AFRICAN JOURNALS ONLINE (AJOL) · Journals · Advanced Search · USING ... Journal of Applied Sciences and Environmental Management - Vol 22, No 4 (2018) ... Evaluating the effect of mobility speed on the performance of three handover algorithms in ...

  3. Evaluation of Students' Energy Conception in Environmental Science

    Science.gov (United States)

    Park, Mihwa; Johnson, Joseph A.

    2016-01-01

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

  4. A Study of the Environmental Risk Perceptions and Environmental Awareness Levels of High School Students

    Science.gov (United States)

    Anilan, Burcu

    2014-01-01

    This descriptive research was conducted to determine the levels of environmental risk perceptions and environmental awareness of high school students in Eskisehir. High school students in the towns Tepebasi and Odunpazari in the 2010-2011 school years constitute the universe of the research. The sample of the research is composed of 413 high…

  5. Environmental education as part of compulsory education at school

    Science.gov (United States)

    Dimitrova, Boyanka

    2013-04-01

    Environmental education in schools is an element of civic education and skills, the students should learn in school. This is part of the state and public order in the school and as such lies in the mandatory training documentation for various objects from the natural and social sciences. With the idea to help teachers in this activity in recent years with teachers, students, and government and municipal authorities had organized a number of activities aimed at: 1. Targeted analysis of curricula for middle school and increase their knowledge and professional competence of teachers towards the standards set forth by the state educational requirements, analysis shows that knowledge is competencies aimed at environmental education of young people are out (to varying degrees) in significant part of the subjects taught in secondary schools - man and society, and man and nature (in early stages) Geography (including the risks associated with natural - causes and effects), Biology and Health Education, Chemistry and protection of the environment, physics and astronomy, history and civilization and interdisciplinary civic education field. 2. Seminar courses to acquire skills to conduct interactive activities with students and in conjunction with textbooks (Green Package, Natura 2000, WSP, Flupi for a better environment). 3. Visits interesting and protected areas and objects by exploring opportunities for outings with students. 4. Conducting workshops and classes using the provided tools, techniques and interesting games aimed at awareness of the need for care and attention to our surroundings. 5. Organizing and conducting competitions between students from schools in our city, usually associated with the most popular day - Earth Day, World Day for Environmental Protection, Day of Danube). 6. Participation in outdoor activities - studying the structure and features of parks hometown, Work shop for making objects from natural materials and waste materials; race making ikebana

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

    Science.gov (United States)

    Holloway, A. E.

    2016-02-01

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

  7. Assessing Prinary School; Second Cycle Social Science Textbooks ...

    African Journals Online (AJOL)

    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.

  8. Service-Learning in the Environmental Sciences for Teaching Sustainability Science

    Science.gov (United States)

    Truebe, S.; Strong, A. L.

    2016-12-01

    Understanding and developing effective strategies for the use of community-engaged learning (service-learning) approaches in the environmental geosciences is an important research need in curricular and pedagogical innovation for sustainability. In 2015, we designed and implemented a new community-engaged learning practicum course through the Earth Systems Program in the School of Earth, Energy and Environmental Sciences at Stanford University focused on regional open space management and land stewardship. Undergraduate and graduate students partnered with three different regional land trust and environmental stewardship organizations to conduct quarter-long research projects ranging from remote sensing studies of historical land use, to fire ecology, to ranchland management, to volunteer retention strategies. Throughout the course, students reflected on the decision-making processes and stewardship actions of the organizations. Two iterations of the course were run in Winter and Fall 2015. Using coded and analyzed pre- and post-course student surveys from the two course iterations, we evaluate undergraduate and graduate student learning outcomes and changes in perceptions and understanding of sustainability science. We find that engagement with community partners to conduct research projects on a wide variety of aspects of open space management, land management, and environmental stewardship (1) increased an understanding of trade-offs inherent in sustainability and resource management and (2) altered student perceptions of the role of scientific information and research in environmental management and decision-making. Furthermore, students initially conceived of open space as purely ecological/biophysical, but by the end of the course, (3) their understanding was of open space as a coupled human/ecological system. This shift is crucial for student development as sustainability scientists.

  9. ETHICS AND JUSTICE IN ENVIRONMENTAL SCIENCE AND ENGINEERING

    Science.gov (United States)

    Science and engineering are built on trust. C.P. Snow's famous quote, "the only ethical principle which has made science possible is that the truth shall be told all the time" underscores the importance of honesty in science. Environmental scientists must do work that is useful...

  10. Nuclear science summer school for high scholl students

    International Nuclear Information System (INIS)

    Foster, D.E.; Stone, C.A.

    1997-01-01

    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)

  11. The Supply of Science Teachers to Secondary Schools in Ondo ...

    African Journals Online (AJOL)

    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 ...

  12. How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?

    Science.gov (United States)

    Aslan, Oktay

    2015-01-01

    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…

  13. Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students' Interest in Science Careers

    Science.gov (United States)

    Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita

    2012-02-01

    Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results and implications are discussed within.

  14. The Global Systems Science High School Curriculum

    Science.gov (United States)

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

    2015-12-01

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

  15. Earth Institute at Columbia University ADVANCE Program: Addressing Needs for Women in Earth and Environmental Sciences

    Science.gov (United States)

    Bell, R. E.; Cane, M.; Mutter, J.; Miller, R.; Pfirman, S.; Laird, J.

    2004-12-01

    The Earth Institute has received a major NSF ADVANCE grant targeted at increasing the participation and advancement of women scientists and engineers in the Academy through institutional transformation. The Earth Institute at Columbia University includes 9 research institutes including Lamont-Doherty Earth Observatory, Center for Environmental Research and Conservation (CERC), Center for International Earth Science Information Network (CIESIN), International Research Institute (IRI) for Climate Prediction, Earth Engineering Center, NASA-Goddard Institute for Space Studies, Center for Risks and Hazards, Center for Globalization and Sustainable Development, and Center for Global Health and Economic Development and six academic departments including Ecology, Evolution and Environmental Biology (E3B, School of Arts and Sciences), Earth and Environmental Engineering (DEEE, School of Engineering and Applied Sciences), Department of Environmental Health (School of Public Health), Department of Earth and Environmental Sciences (DEES, School of Arts and Sciences), Department of International and Public Affairs (School of International and Policy Affairs), and Barnard College Department of Environmental Science. The Earth Institute at Columbia University's ADVANCE program is based both on a study of the status of women at Columbia and research on the progression of women in science elsewhere. The five major targets of the Columbia ADVANCE program are to (1) change the demographics of the faculty through intelligent hiring practices, (2) provide support to women scientists through difficult life transitions including elder care and adoption or birth of a child, (3) enhance mentoring and networking opportunities, (4) implement transparent promotion procedures and policies, and (5) conduct an institutional self study. The Earth Institute ADVANCE program is unique in that it addresses issues that tend to manifest themselves in the earth and environmental fields, such as extended

  16. Citizen science can improve conservation science, natural resource management, and environmental protection

    Science.gov (United States)

    McKinley, Duncan C.; Miller-Rushing, Abe J.; Ballard, Heidi L.; Bonney, Rick; Brown, Hutch; Cook-Patton, Susan; Evans, Daniel M.; French, Rebecca A.; Parrish, Julia; Phillips, Tina B.; Ryan, Sean F.; Shanley, Lea A.; Shirk, Jennifer L.; Stepenuck, Kristine F.; Weltzin, Jake F.; Wiggins, Andrea; Boyle, Owen D.; Briggs, Russell D.; Chapin, Stuart F.; Hewitt, David A.; Preuss, Peter W.; Soukup, Michael A.

    2017-01-01

    Citizen science has advanced science for hundreds of years, contributed to many peer-reviewed articles, and informed land management decisions and policies across the United States. Over the last 10 years, citizen science has grown immensely in the United States and many other countries. Here, we show how citizen science is a powerful tool for tackling many of the challenges faced in the field of conservation biology. We describe the two interwoven paths by which citizen science can improve conservation efforts, natural resource management, and environmental protection. The first path includes building scientific knowledge, while the other path involves informing policy and encouraging public action. We explore how citizen science is currently used and describe the investments needed to create a citizen science program. We find that:Citizen science already contributes substantially to many domains of science, including conservation, natural resource, and environmental science. Citizen science informs natural resource management, environmental protection, and policymaking and fosters public input and engagement.Many types of projects can benefit from citizen science, but one must be careful to match the needs for science and public involvement with the right type of citizen science project and the right method of public participation.Citizen science is a rigorous process of scientific discovery, indistinguishable from conventional science apart from the participation of volunteers. When properly designed, carried out, and evaluated, citizen science can provide sound science, efficiently generate high-quality data, and help solve problems.

  17. Influence of a Non-formal Environmental Education Programme on Junior High-School Students' Environmental Literacy

    Science.gov (United States)

    Goldman, Daphne; Ben Zvi Assaraf, Orit; Shaharabani, Dina

    2013-02-01

    One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme-the Green Council Programme (GCP)-developed and implemented in schools by the Israeli Society for Protection of Nature. A pre-test/post-test design was used to investigate the influence of participation in the GCP on components of junior high-school students' environmental literacy. Conceptualizations of 'environment', environmental attitudes and sense of ability to act on environmental issues were studied employing quantitative and qualitative tools. Contribution of the programme to the cognitive domain, in developing a systemic understanding of the environment, was limited. On the other hand, participating in this programme heightened students' sensitivity to human-environment interrelationships and developed a more ecological worldview. After the programme, students demonstrated greater perception of humans as part of the environment, an increased sensitivity to human impact on the environment and their value for non-human nature moved from an anthropocentric to a more ecocentric orientation. While students' internal locus-of-control increased, when environmental protection entailed personal economic trade-offs, their support was limited and remained unchanged. The article concludes with recommendations, based on the findings, regarding supplementing the school (science) curriculum with external EE enrichment programmes.

  18. Habituation Model of Implementing Environmental Education in Elementary School

    DEFF Research Database (Denmark)

    Zaenuri, Z.; Sudarmin, S.; Utomo, Y.

    2017-01-01

    is designed using a qualitative approach. This study is focused on the implementation of environmental education in primary schools. Data collection uses observation sheet instrument (observation), focused interview, and Focus Group Discussion (FGD). The research data were analyzed descriptively. The results......The purpose of this study is to analyze the implementation of environmental education in Elementary School. The study was conducted at SDN 1 Kota Banda Aceh. The research subjects are school residents (students, teachers, education personnel, principals, and school committees). This research...... show that the implementation of environmental education can be realized in habituation to maintain personal hygiene, class cleanliness, and worship together according to his beliefs and sports....

  19. Saudi Elementary School Science Teachers' Beliefs: Teaching Science in the New Millennium

    Science.gov (United States)

    Alghamdi, Amani K. Hamdan; Al-Salouli, Misfer Saud

    2013-01-01

    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…

  20. Caught in the Balance: An Organizational Analysis of Science Teaching in Schools with Elementary Science Specialists

    Science.gov (United States)

    Marco-Bujosa, Lisa M.; Levy, Abigail Jurist

    2016-01-01

    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…

  1. Science That Matters: Exploring Science Learning and Teaching in Primary Schools

    Science.gov (United States)

    Fitzgerald, Angela; Smith, Kathy

    2016-01-01

    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…

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

    Science.gov (United States)

    Yildiz-Duban, Nil

    2013-01-01

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

  3. Chemistry, the Central Science? The History of the High School Science Sequence

    Science.gov (United States)

    Sheppard, Keith; Robbins, Dennis M.

    2005-01-01

    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.

  4. Proceedings of the 6. Banska Stiavnica Days 2004. Environmental impacts on the environment. Trends in environmental sciences and radio-environmental sciences

    International Nuclear Information System (INIS)

    Hybler, P.; Maruskova, A.

    2004-12-01

    Scientific conference deals with problems in environmental sciences and radio-environmental sciences. The conference proceeded in two sections: (A) Environmental engineering, (B) Nuclear technologies. Sixty registered people and fifty guests participated on this conference. Twenty-seven presentations and eleven posters were presented. Proceedings contain twenty-six papers from which fourteen papers deal with the scope of INIS

  5. Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject

    Science.gov (United States)

    Spillane, James P.; Diamond, John B.; Walker, Lisa J.; Halverson, Rich; Jita, Loyiso

    2001-10-01

    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.

  6. Supporting Struggling Readers in Secondary School Science Classes

    Science.gov (United States)

    Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.

    2012-01-01

    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…

  7. Sustainable Environmental Management Indicators in South African Primary Schools

    Directory of Open Access Journals (Sweden)

    Luiza O. de Sousa

    2017-05-01

    Full Text Available This research explores sustainable environmental management indicators in South African primary schools. Of key interest is the comparison of a township, farm and urban primary school that identify indicators that promote education for sustainable development in schools that implement an environmental management system. Data are drawn from one-on-one interviews, focus group interviews, observations and document analysis from 35 participants in three schools. A comparison of the three schools was done by content and thematic analysis of a within-case analysis. Data from the township school revealed that socioeconomic factors and organisational structure promote education for sustainable development. The farm school data revealed that health promotion can be managed within an environmental management system within a hierarchical school structure. The urban school data revealed that an economic inducement brings a school to realise that it can reduce its carbon footprint, gain financially and utilize its resources with innovation. A case is made that the four pillars of sustainable development (environment, society, economy, and governance endorse education for sustainable development. Furthermore, the objectives of environmental education ought to remain nested in an environmental management system to ensure that the global goal of quality education is achieved.

  8. The Fu Foundation School of Engineering & Applied Science - Columbia

    Science.gov (United States)

    Engineering Mechanics Computer Science Earth and Environmental Engineering Electrical Engineering Industrial Engineering & Applied Science - Columbia University Admissions Undergraduates Graduates Distance Learning Physics and Applied Mathematics Biomedical Engineering Chemical Engineering Civil Engineering and

  9. Using environmental forensic microscopy in exposure science.

    Science.gov (United States)

    Millette, James R; Brown, Richard S; Hill, Whitney B

    2008-01-01

    Environmental forensic microscopy investigations are based on the methods and procedures developed in the fields of criminal forensics, industrial hygiene and environmental monitoring. Using a variety of microscopes and techniques, the environmental forensic scientist attempts to reconstruct the sources and the extent of exposure based on the physical evidence left behind after particles are exchanged between an individual and the environments he or she passes through. This article describes how environmental forensic microscopy uses procedures developed for environmental monitoring, criminal forensics and industrial hygiene investigations. It provides key references to the interdisciplinary approach used in microscopic investigations. Case studies dealing with lead, asbestos, glass fibers and other particulate contaminants are used to illustrate how environmental forensic microscopy can be very useful in the initial stages of a variety of environmental exposure characterization efforts to eliminate some agents of concern and to narrow the field of possible sources of exposure.

  10. Environmental Studies and Environmental Science at GCE '0' and 'A' Level.

    Science.gov (United States)

    Gayford, Christopher G.

    1983-01-01

    Reports on environmental studies/science at General Certificate of Examination (GCE) ordinary ("0") and advanced ("A") levels. Questionnaires were used to survey teachers (focusing on their professional training and why they teach environmental studies/science courses) and to determine the relationship between environmental…

  11. The Language Demands of Science Reading in Middle School

    Science.gov (United States)

    Fang, Zhihui

    2006-04-01

    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.

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

    Science.gov (United States)

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

    2013-12-01

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

  13. College-Mentored Polymer/Materials Science Modules for Middle and High School Students

    Science.gov (United States)

    Lorenzini, Robert G.; Lewis, Maurica S.; Montclare, Jin Kim

    2011-01-01

    Polymers are materials with vast environmental and economic ramifications, yet are generally not discussed in secondary education science curricula. We describe a program in which college mentors develop and implement hands-on, polymer-related experiments to supplement a standard, state regents-prescribed high school chemistry course, as well as a…

  14. School Psychology Research: Combining Ecological Theory and Prevention Science

    Science.gov (United States)

    Burns, Matthew K.

    2011-01-01

    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…

  15. School 2.0: The Science Leadership Academy

    Science.gov (United States)

    Lehmann, Christopher

    2007-01-01

    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…

  16. Secondary School Science and Mathematics Teachers, Characteristics and Service Loads.

    Science.gov (United States)

    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…

  17. Environmental and pollution science. 2nd. ed.

    Energy Technology Data Exchange (ETDEWEB)

    Ian Pepper; Charles Gerba; Mark Brusseau,

    2006-07-01

    This book integrates a large number of subjects in environmental studies and provides a realistic and objective evaluation of pollution as a price we pay for a modern economy. It focuses on the scientific assessment of environmental quality by developing a framework of principles that can be applied to any environmental problem. It addresses tactical issues for managers and government workers such as remediation, environmental monitoring, risk assessment, and management. It can be used by professionals as well as undergraduate students. 186 ills. 79 tabs.

  18. Introduction to environmental science. Second edition

    Energy Technology Data Exchange (ETDEWEB)

    Moran, J.M.; Morgan, M.D.; Wiersma, J.H.

    1986-01-01

    This book presents an overview of today's major environmental issues. It is organized into three parts - Part I: Concepts of Ecology; Part II: Environmental Quality and Management; and Part III: Fundamental Problems: Population, Food, and Energy. The complex issue of acid rain is only briefly discussed. The economic aspects of environmental regulation are covered where they are applicable. The breadth of the topics covered also leads to some omissions. However, in general, environmental issues seem to be treated objectively in this volume.

  19. Journal of Applied Sciences and Environmental Management - Vol ...

    African Journals Online (AJOL)

    Journal of Applied Sciences and Environmental Management. ... PROMOTING ACCESS TO AFRICAN RESEARCH .... microbiological examination of hand-dug wells, boreholes and public water sources in selected areas of Ibadan, Nigeria ...

  20. Strengthening Science-based Environmental Policy Development in ...

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

    Strengthening Science-based Environmental Policy Development in Burma's Democratic ... IDRC is providing funding to Simon Fraser University to support a network of ... The project will also encourage and assist in the creation of a business ...

  1. Environmental Molecular Sciences Laboratory Annual Report: Fiscal Year 2006

    Energy Technology Data Exchange (ETDEWEB)

    Foster, Nancy S.; Showalter, Mary Ann

    2007-03-23

    This report describes the activities and research performed at the Environmental Molecular Sciences Laboratory, a Department of Energy national scientific user facility at Pacific Northwest National Laboratory, during Fiscal Year 2006.

  2. Journal of Applied Sciences and Environmental Management - Vol ...

    African Journals Online (AJOL)

    Journal of Applied Sciences and Environmental Management. ... Mercury in Aquatic Systems of the Gulf Islands National Seashore, Southeastern ... and Chemical Remediation on Agricultural Soil Properties and Crop Growth · EMAIL FREE ...

  3. Middle School Students' Attitudes toward Science, Scientists, Science Teachers and Classes

    Science.gov (United States)

    Kapici, Hasan Özgür; Akçay, Hakan

    2016-01-01

    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…

  4. Environmental sciences division: Environmental regulatory update table July 1988

    International Nuclear Information System (INIS)

    Langston, M.E.; Nikbakht, A.; Salk, M.S.

    1988-08-01

    The Environmental Regulatory Update Table provides information on regulatory initiatives of interest to DOE operations and contractor staff with environmental management responsibilities. The table is updated each month with information from the Federal Register and other sources, including direct contact with regulatory agencies. Each table entry provides a chronological record of the rulemaking process for that initiative with an abstract and a projection of further action

  5. Zimbabwe's Better Environmental Science Teaching Programme

    African Journals Online (AJOL)

    engage learners in collaborative reflection and learning from direct experience. A direct ... (3) To improve teaching and learning in all subjects in primary schools through .... Informal interviews were also conducted with community members.

  6. Environmental biotechnology for waste treatment, environmental science research, Volume 41

    Energy Technology Data Exchange (ETDEWEB)

    Saylor, G.S.; Fox, R.; Blackburn, J.W.

    1991-01-01

    This book contains the proceedings of the symposium entitled [open quotes]Environmental Biotechnology: Moving from the Flask to the Field[close quotes] held in October 17th through 19th, 1990, in Knoxville, Tennessee. Environmental biotechnology involves the use of microorganisms and their processes for the clean-up of environmental contamination, specific examples of which include ground-water treatment, treatment of leachates, and clean-up of contaminated soils, sludges, and sediments. In comparison with other technologies, environmental biotechnology (or bioremediation) has the advantages of affecting mineralization of toxic compounds to innocuous end-products, being energy-effective with processes able to take place at a moderate temperature and pressure, safety, and economy and is, therefore, perceived to hold great potential for environmental clean-up. Bioremediation treatment technologies for contaminated soils and groundwater can take the form of: (1) solid-phase biotreatment; (2) slurry-phase treatment; (3) in situ treatment; and (4) combination biological and physical/chemical treatment. The goal of the symposium was to pressure technical accomplishments at the laboratory and field-scale levels, future technical directions and economic, public and regulatory concerns in environmental biotechnology. The book is divided into five major sections on Current Perceptions, Field-Scale Studies, Technical Issues and Concerns in Implementation, Nontechnical Issues and Concerns in Implementation, International Activities, and ends with a critical review of the symposium.

  7. Eight statements on environmental research in the social sciences

    International Nuclear Information System (INIS)

    Prittwitz, V.

    1985-01-01

    Social science research on environmental problems has two main tasks: (1) to provide critical practice-oriented contributions to present and threatening environmental problems, and (2) to draw the humans-and-nature problematique into social science concepts and theoretical frameworks. In this paper, the prerequisites for achieving both tasks as well as the theoretical, political, and institutional aspects that affect them are discussed. The focus of the discussion is the interdependence between practical problem solving and development of theory. (orig.) [de

  8. The facts on file dictionary of environmental science

    Energy Technology Data Exchange (ETDEWEB)

    Stevenson, L.H.; Wyman, B. (eds.)

    1991-01-01

    More than 3000 entries of terms related to environmental science are included in this volume. The terms are defined in words meant to be understood by the nonexpert, for use in reporting to the general public. Definitions are one to two sentences in length and are accurate without being highly technical. The Appendix lists over 500 commonly used environmental science acronyms and abbreviations as well as a table of standard human factors.

  9. Cultivation of science identity through authentic science in an urban high school classroom

    Science.gov (United States)

    Chapman, Angela; Feldman, Allan

    2017-06-01

    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.

  10. Environmental health science at the U.S. Geological Survey

    Science.gov (United States)

    Buxton, Herbert T.; Bright, Patricia R.

    2013-01-01

    USGS environmental health science focuses on the environment-health interface. Research characterizes the processes that affect the interaction among the physical environment, the living environment, and people, as well as the factors that affect ecological and human exposure to disease agents and the resulting toxicologic or infectious disease. The mission of USGS in environmental health science is to contribute scientific information to environmental, natural resource, agricultural, and public-health managers, who use that information to support sound decisionmaking. Coordination with partners and stakeholders will enable USGS to focus on the highest priority environmental health issues, to make relevant, timely, and useable contributions, and to become a “partner of first choice” for environmental health science.

  11. Panarchy use in environmental science for risk and resilience ...

    Science.gov (United States)

    Environmental sciences have an important role in informing sustainable management of built environments by providing insights about the drivers and potentially negative impacts of global environmental change. Here, we discuss panarchy theory, a multi-scale hierarchical concept that accounts for the dynamism of complex socio-ecological systems, especially for those systems with strong cross-scale feedbacks. The idea of panarchy underlies much of system resilience, focusing on how systems respond to known and unknown threats. Panarchy theory can provide a framework for qualitative and quantitative research and application in the environmental sciences, which can in turn inform the ongoing efforts in socio-technical resilience thinking and adaptive and transformative approaches to management. The environmental sciences strive for understanding, mitigating and reversing the negative impacts of global environmental change, including chemical pollution, to maintain sustainability options for the future, and therefore play an important role for informing management.

  12. Gender Differences in Attitudes toward Environmental Science

    Science.gov (United States)

    Carrier, Sarah J.

    2007-01-01

    This study examined the role of gender in the areas of environmental education that included environmental knowledge, attitudes, behaviors, and comfort levels in the outdoors. The current study was part of a larger study designed to explore the effects of a treatment that consisted of 14 weeks of outdoor lessons conducted in the schoolyard as…

  13. Measuring environmental attitudes of elementary school students

    Science.gov (United States)

    John C. Benjamin; George H. Moeller; Douglas A. Morrison

    1977-01-01

    A modified semantic differential was developed to measure environmental attitudes of sixth-graders. Classes were selected to represent different socioeconomic and residence backgrounds and degrees of previous exposure to structured environmental programs. Results indicate that: exposure to environmental education fosters favorable environmental attitudes; socioeconomic...

  14. original article evaluation of environmental status in schools

    African Journals Online (AJOL)

    2011-02-15

    Feb 15, 2011 ... schools of Punjab with respect of water, air, land, energy and waste. Under this program ... Punjab State Council for Science & Technology, Chandigarh-160019, India ...... materials like plastic bottles, plastic bags, cans, CDs ...

  15. Environmental analysis applied to schools. Methodologies for data acquisition

    International Nuclear Information System (INIS)

    Andriola, L.; Ceccacci, R.

    2001-01-01

    The environment analysis is the basis of environmental management for organizations and it is considered as the first step in EMAS. It allows to identify, deal with the issues and have a clear knowledge on environmental performances of organizations. Schools can be included in the organizations. Nevertheless, the complexity of environmental issues and applicable regulations makes very difficult for a school, that wants to implement an environmental management system (EMAS, ISO 14001, etc.), to face this first step. So, it has been defined an instrument, that is easy but complete and coherent with reference standard, to let schools choose their process for elaborating the initial environmental revue. This instrument consists, essentially, in cards that, if completed, facilitate the drafting of the environmental analysis report [it

  16. The Relationship between Environmental Moral Reasoning and Environmental Attitudes of Pre-Service Science Teachers

    Science.gov (United States)

    Tuncay, Busra; Yilmaz-Tuzun, Ozgul; Tuncer-Teksoz, Gaye

    2011-01-01

    The aim of the present study was to investigate the relationship between environmental moral reasoning patterns and environmental attitudes of 120 pre-service science teachers. Content analysis was carried out on participants' written statements regarding their concerns about the presented environmental problems and the statements were labeled as…

  17. Composable Data Processing in Environmental Science - A Process View

    NARCIS (Netherlands)

    Wombacher, Andreas

    Data processing in environmental science is essential for doing science. The heterogeneity of data sources, data processing operations and infrastructures results in a lot of manual data and process integration work done by each scientist individually. This is very inefficient and time consuming.

  18. Public ecology: an environmental science and policy for global society

    Science.gov (United States)

    David P. Robertson; R. Bruce Hull

    2003-01-01

    Public ecology exists at the interface of science and policy. Public ecology is an approach to environmental inquiry and decision making that does not expect scientific knowledge to be perfect or complete. Rather, public ecology requires that science be produced in collaboration with a wide variety of stakeholders in order to construct a body of knowledge that will...

  19. Choosing and Using Images in Environmental Science Education

    Science.gov (United States)

    Muthersbaugh, Debbie Smick

    2012-01-01

    Although using images for teaching has been a common practice in science classrooms (Gordon & Pea, 1995) understanding the purpose or how to choose images has not typically been intentional. For this dissertation three separate studies relating to choosing and using images are prepared with environmental science in mind. Each of the studies…

  20. Using Environmental Science as a Motivational Tool to Teach Physics to Non-Science Majors

    Science.gov (United States)

    Busch, Hauke C.

    2010-01-01

    A traditional physical science course was transformed into an environmental physical science course to teach physics to non-science majors. The objective of the new course was to improve the learning of basic physics principles by applying them to current issues of interest. A new curriculum was developed with new labs, homework assignments,…

  1. Teaching controversial issues in the secondary school science classroom

    Science.gov (United States)

    van Rooy, Wilhelmina

    1993-12-01

    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.

  2. Human/Nature Discourse in Environmental Science Education Resources

    Science.gov (United States)

    Chambers, Joan M.

    2008-01-01

    It is argued that the view of nature and the relationship between human beings and nature that each of us holds impacts our decisions, actions, and notions of environmental responsibility and consciousness. In this study, I investigate the discursive patterns of selected environmental science classroom resources produced by three disparate…

  3. Environmental and Medical Sciences Division progress report January - December 1975

    International Nuclear Information System (INIS)

    Johnston, J.E.

    1976-07-01

    The activities of the AERE Environmental and Medical Sciences Division for January to December 1975 are reported under sections entitled: introduction; inhalation toxicology and radionuclide analysis; whole body counting; radiation physics; environmental analysis, atmospheric pollution; medical; chemical analysis group; publications. (U.K.)

  4. 15 CFR 950.6 - Environmental Science Information Center (ESIC).

    Science.gov (United States)

    2010-01-01

    ... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Environmental Science Information Center (ESIC). 950.6 Section 950.6 Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade (Continued) NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE GENERAL REGULATIONS OF THE ENVIRONMENTAL DATA SERVICE...

  5. Zimbabwe's Better Environmental Science Teaching Programme: A ...

    African Journals Online (AJOL)

    ) programme within the context of education for sustainable development (ESD). The first part of the paper briefly reviews developments in environmental education in southern Africa within the broader scope and goals of ESD and draws some ...

  6. Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

    Science.gov (United States)

    Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

    2016-04-01

    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

  7. Applications of nuclear technique in environmental and medical science

    International Nuclear Information System (INIS)

    Shi Xianfeng; Shen Hao; Liu Bo; Sun Minde; Yao Huiying; Zhou Shijun; Mi Yong

    2001-01-01

    The serious environmental pollution problem and application of the nuclear technique in environmental and medical sciences were discussed. The analysed results of the elemental distribution of particles in automobile exhaust, the aerosol particle of different size and the effect of Rare Earth on cells were reported. The authors can obtain some information related to element concentration. It offers a convenient method in inspecting the environmental pollution

  8. Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

    Science.gov (United States)

    Ford, D. J.

    2013-12-01

    With the release of the Next Generation Science Standards (NRC, 2013), climate change and related environmental sciences will now receive greater emphasis within science curricula at all grade levels. In grades K-8, preparation in foundational content (e.g., weather and climate, natural resources, and human impacts on the environment) and the nature of scientific inquiry will set the groundwork for later learning of climate change in upper middle and high school. These rigorous standards increase pressure on elementary and middle school teachers to possess strong science content knowledge, as well as experience supporting children to develop scientific ideas through the practices of science. It also requires a set of beliefs - about children and the science that is appropriate for them - that is compatible with the goals set out in the standards. Elementary teachers in particular, who often have minimal preparation in the earth sciences (NSF, 2007), and entrenched beliefs about how particular topics ought to be taught (Holt- Reynolds, 1992; Pajares, 1992), including climate change (Bryce & Day, 2013; Lambert & Bleicher, 2013), may face unique challenges in adjusting to the new standards. If teachers hold beliefs about climate change as controversial, for example, they may not consider it an appropriate topic for children, despite its inclusion in the standards. On the other hand, those who see a role for children in efforts to mitigate human impacts on the environment may be more enthusiastic about the new standards. We report on a survey of preservice K-8 teachers' beliefs about the earth and environmental science topics that they consider to be appropriate and inappropriate for children in grades K-3, 4-5, and 6-8. Participants were surveyed on a variety of standards-based topics using terminology that signals publicly and scientifically neutral (e.g. weather, ecosystems) to overtly controversial (evolution, global warming) science. Results from pilot data

  9. Teaching planetary sciences to elementary school teachers: Programs that work

    Science.gov (United States)

    Lebofsky, Larry A.; Lebofsky, Nancy R.

    1993-01-01

    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

  10. Publications in biomedical and environmental sciences programs, 1980

    International Nuclear Information System (INIS)

    Pfuderer, H.A.; Moody, J.B.

    1981-07-01

    This bibliography contains 690 references to articles in journals, books, and reports published in the subject area of biomedical and environmental sciences during 1980. There are 529 references to articles published in journals and books and 161 references to reports. Staff members in the Biomedical and Environmental Sciences divisions have other publications not included in this bibliography; for example, theses, book reviews, abstracts published in journals or symposia proceedings, pending journal publications and reports such as monthly and bimonthly progress reports, contractor reports, and reports for internal distribution. This document is sorted by the division, and then alphabetically by author. The sorting by divisions separates the references by subject area in a simple way. The divisions represented in the order that they appear in the bibliography are Analytical Chemistry, Biology, Chemical Technology, Information R and D, Health and Safety Research, Energy, Environmental Sciences, and Computer Sciences

  11. Publications in biomedical and environmental sciences programs, 1980

    Energy Technology Data Exchange (ETDEWEB)

    Pfuderer, H.A.; Moody, J.B.

    1981-07-01

    This bibliography contains 690 references to articles in journals, books, and reports published in the subject area of biomedical and environmental sciences during 1980. There are 529 references to articles published in journals and books and 161 references to reports. Staff members in the Biomedical and Environmental Sciences divisions have other publications not included in this bibliography; for example, theses, book reviews, abstracts published in journals or symposia proceedings, pending journal publications and reports such as monthly and bimonthly progress reports, contractor reports, and reports for internal distribution. This document is sorted by the division, and then alphabetically by author. The sorting by divisions separates the references by subject area in a simple way. The divisions represented in the order that they appear in the bibliography are Analytical Chemistry, Biology, Chemical Technology, Information R and D, Health and Safety Research, Energy, Environmental Sciences, and Computer Sciences.

  12. Analysis of students’ science motivation and nature of science comprehension in middle school

    Directory of Open Access Journals (Sweden)

    Azizul Ghofar Candra Wicaksono

    2018-03-01

    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.

  13. Leadership styles in secondary school science teachers

    Science.gov (United States)

    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.

  14. The Relationship between Environmental Moral Reasoning and Environmental Attitudes of Pre-Service Science Teachers

    OpenAIRE

    TUNCAY, Busra; YILMAZ-TUZUN, Ozgul; TUNCER-TEKSOZ, Gaye

    2011-01-01

    The aim of the present study was to investigate the relationship between environmental moral reasoning patterns and environmental attitudes of 120 pre-service science teachers. Content analysis was carried out on participants’ written statements regarding their concerns about the presented environmental problems and the statements were labeled as ecocentric, anthropocentric, and non-environmental according to their meanings. Then, descriptive and inferential analyses were conducted ...

  15. The Effect of Summer Environmental Education Program (SEEP) on Elementary School Students' Environmental Literacy

    Science.gov (United States)

    Erdogan, Mehmet

    2015-01-01

    The purpose of this study was to assess the effects of Summer Environmental Education Program (SEEP) on elementary school students' environmental knowledge, affect, skills and behavior which are the main components of environmental literacy. The sample consisted of 45 students (25 males, 20 females) studying in 4th through 8th grades and living in…

  16. Science Education at Riverside Middle School A Case Study

    Science.gov (United States)

    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

  17. Environmental Sciences Division annual progress report for period ending September 30, 1982. Environmental Sciences Division Publication No. 2090

    International Nuclear Information System (INIS)

    1983-04-01

    Separate abstracts were prepared for 12 of the 14 sections of the Environmental Sciences Division annual progress report. The other 2 sections deal with educational activities. The programs discussed deal with advanced fuel energy, toxic substances, environmental impacts of various energy technologies, biomass, low-level radioactive waste management, the global carbon cycle, and aquatic and terrestrial ecology

  18. Environmental Sciences Division annual progress report for period ending September 30, 1982. Environmental Sciences Division Publication No. 2090. [Lead abstract

    Energy Technology Data Exchange (ETDEWEB)

    1983-04-01

    Separate abstracts were prepared for 12 of the 14 sections of the Environmental Sciences Division annual progress report. The other 2 sections deal with educational activities. The programs discussed deal with advanced fuel energy, toxic substances, environmental impacts of various energy technologies, biomass, low-level radioactive waste management, the global carbon cycle, and aquatic and terrestrial ecology. (KRM)

  19. Journal of Applied Sciences and Environmental Management ...

    African Journals Online (AJOL)

    NARP) of the Nationally Coordinated Research Projects (NCRP), Faculty of Science, University of Port Harcourt, Nigeria. ISSN: 1119-8362. AJOL African Journals Online. HOW TO USE AJOL... for Researchers · for Librarians · for Authors · FAQ's ...

  20. The environmental literacy of urban middle school teachers

    Science.gov (United States)

    Owens, Marcia Allen

    This dissertation study assessed the environmental literacy of 292 urban, middle school teachers using the Wisconsin Environmental Literacy Survey (WELS). Environmental literacy may be defined in terms of observable behaviors. Specifically, the study examined four dimensions of participants' environmental literacy: (a) attitudes toward the environment, (b) beliefs about their own power and responsibility to affect environmental change, (c) personal behaviors and actions toward the environment, and (d) knowledge regarding ecology and environmental issues. The WELS measures these components of environmental literacy through a Likert-type attitude survey, a self-reporting behavior instrument, and a multiple choice measure of cognitive learning outcomes or environmental knowledge. These scores were combined to derive a total environmental literacy score. In addition, the study explored differences between African American and European American female teachers' environmental literacy; interactions between demographic variables; and patterns of frequently missed questions, environmental attitudes, or environmental behaviors. Differences in teachers' environmental literacy were examined relative to gender, racial/ethnic background, number of preservice environmental courses taken, number of inservice environmental courses taken, years of teaching experience, and subject area taught. Overall, teachers in the present study demonstrated nominal environmental literacy. Significant differences in scores on various subscales were found among teachers according to racial/ethnic background, subject area taught, and years of teaching experience. Taking preservice and inservice environmental courses appears to have a positive impact on environmental behavior, environmental sensitivity, awareness and values, but not appear to impact environmental knowledge. This study underscores the need for further descriptive environmental literacy research on urban, minority, and poor students

  1. Schools That Sustain: Lessening the Environmental Impact of New Construction.

    Science.gov (United States)

    Peele, Katherine N.; Malone, Sara

    2002-01-01

    Discusses sustainable school design and its benefits to the environment, offering examples of illustrative schools. Provides suggestions on site selection (such as using smaller sites and recycling existing buildings), sharing facilities with the community, and construction elements that improve environmental impact (such as flexibility,…

  2. Social Justice and Out-of-School Science Learning: Exploring Equity in Science Television, Science Clubs and Maker Spaces

    Science.gov (United States)

    Dawson, Emily

    2017-01-01

    This article outlines how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. The author applies these ideas to out-of-school learning via television, science clubs, and maker spaces, looking at research as well…

  3. Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions

    Science.gov (United States)

    Aschbacher, Pamela R.; Ing, Marsha

    2017-01-01

    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…

  4. Strategies for School Environmental Management in Nigerian Secondary Schools: A Case of Calabar, Nigeria

    Science.gov (United States)

    Obong, Linus Beba; Okey, Stella-Maris; Aniah, E. J.; Okaba, Lydia A.

    2010-01-01

    This paper on strategies for school environmental management in Nigerian secondary schools was carried out in Calabar, Nigeria. To guide the study three research questions were formulated. This was achieved through administration of structured questionnaires in three randomly sampled schools. Findings show regular grass clearing, sweeping of the…

  5. Department of Architecture, College of Environmental Sciences ...

    African Journals Online (AJOL)

    USER

    2015-06-02

    Jun 2, 2015 ... Ethiopian Journal of Environmental Studies & Management 8(5): ... Town Planning and Urban Development Authorities are vested with ... case may be, compensations will have to be made wherever ... major transportation networks, the .... regions. Statement of Research Problem. Akure, the capital city of ...

  6. Environmental Science Education at Sinte Gleska University

    Science.gov (United States)

    Burns, D.

    2004-12-01

    At Sinte Gleska University, basically we face two problems 1. The lack of natural resources/environmental education instructors and students. 2. High turnover in the drinking water (and waste water / environmental monitoring) jobs. As soon as people are trained, they typically leave for better paying jobs elsewhere. To overcome these In addition to regular teaching we conduct several workshops year around on environmental issues ranging from tree plantation, preserving water resources, sustainable agriculture and natural therapy (ayurvedic treatment- the Lakota way of treating illness) etc. We offer workshops about the negative impacts brought about by the development and use of hydropower, fossil fuel and nuclear energy (but include topics like reclamation of land after mining). Not only does the harvest and consumption of these energy forms devastate the land and its plants, animals, water and air, but the mental, spiritual, and physical health and culture of Native peoples suffer as well. In contrast, wind power offers an environmentally friendly source of energy that also can provide a source of income to reservations.

  7. Environmental science and technology: An overview

    Energy Technology Data Exchange (ETDEWEB)

    1993-01-01

    This report is intended to provide an overview of the scientific and technological effort to meet the environmental goals identified in the Green Plan. The report gives a sense of the range of scientific and technological efforts that are being devoted to issues as diverse as conserving our wildlife and national parks and developing innovative technologies to clean-up polluted sites.

  8. High school teacher enhancement in the sciences

    Energy Technology Data Exchange (ETDEWEB)

    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)

    1997-03-01

    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.

  9. The formation of science choices in secondary school

    Science.gov (United States)

    Cleaves, Anna

    2005-04-01

    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.

  10. Teaching the History and Philosophy of Science in Secondary Schools.

    Science.gov (United States)

    Frazier, Kenneth L.

    1980-01-01

    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)

  11. The perceived roles and functions of school science subject advisors

    African Journals Online (AJOL)

    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 ...

  12. Environmental science in building. 4. ed.

    Energy Technology Data Exchange (ETDEWEB)

    McMullan, R.

    1998-05-01

    This well established book examines the science and technology of those provisions and services that are required in the built environment. The main considerations are the effects of heat, light and sound within buildings. In addition other essential requirements such as supplies of electricity and water are discussed. While the basic structure of the book remains the same in this new edition, all chapters are revised; some material is rearranged and several new sections are added. (author)

  13. Development of Environmental Knowledge, Team Working Skills and Desirable Behaviors on Environmental Conservation of Matthayomsuksa 6 Students Using Good Science Thinking Moves Method with Metacognition Techniques

    Science.gov (United States)

    Ladawan, Charinrat; Singseewo, Adisak; Suksringarm, Paitool

    2015-01-01

    The research aimed to investigate environmental knowledge, team working skills, and desirable behaviors of students learning through the good science thinking moves method with metacognition techniques. The sample group included Matthayomsuksa 6 students from Nadoon Prachasan School, Nadoon District, Maha Sarakham Province. The research tools were…

  14. IVth Azores International Advanced School in Space Sciences

    CERN Document Server

    Santos, Nuno; Monteiro, Mário

    2018-01-01

    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.

  15. Secondary School Science Department Chairs Leading Change

    Science.gov (United States)

    Gaubatz, Julie A.

    2012-01-01

    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…

  16. Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

    Science.gov (United States)

    Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

    2014-01-01

    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…

  17. Physical Environmental Barriers to School Attendance among ...

    African Journals Online (AJOL)

    environment were the major barriers to school attendance. Conclusion: To ... Key words: Parents/caregivers, children with disabilities, barriers. Introduction .... It is not safe to walk ... feeling, learning, behaviour, and fits or convulsions. [19] The ...

  18. Astronomy and Space Science On The School - An Outreach Project for Elementary and High School Students of Brasilia

    Science.gov (United States)

    Ferreira, Jose Leonardo

    2016-07-01

    UnB and of the Museum of Science and Technology of Brasilia destinate to converge public communication of science. In their facilities will be possible to conceive, plan, develop, encourage and support scientific activities (playful and interactive) in schools and communities in the Federal District and surrounding areas of Brasilia, focusing on different aspects of science and technology and their relationship with society through investigative practices involving, particularly students and teachers of basic education and the community in General. The project will act even in the promotion of events, courses, workshops and scientific-cultural experiences, production of radio and TV programs aimed at promoting initiation into Science and environmental awareness on basic education.

  19. Biological sciences teaching undergraduates’ environmental knowledge: a critical analysis

    Directory of Open Access Journals (Sweden)

    Silvana do Nascimento Silva

    2013-12-01

    Full Text Available Nowadays, environmental issues have been addressed in a way that goes beyond the natural impacts, embracing socio-economic, political and cultural aspects. This paper makes a description of the types of environmental conceptions, giving special emphasis to the interactions that permeate it, and develops an empirical work by analyzing the conceptions about the environmental knowledge of students majoring in a teacher preparation course on biological sciences of a university in the State of Bahia, Brazil. In a qualitative research, data were collected by application of a questionnaire with open questions with answers in text and drawings. The results revealed a predominance of naturalistic conceptions, while socio-environmental conceptions of systemic or socio-metabolic characteristics were not found. These findings lead to the need for the integration of these critical approaches about the environmental issue in Sciences and Biology teachers’ training, emphasizing the interactions between work, nature and society. Finally, some suggestions also emerge for future research, among which to analyze the biological sciences university teachers’ environmental conceptions and an action-research with these investigated undergraduates concerning environmental critical approaches.

  20. Assessment of environmental awareness among secondary school ...

    African Journals Online (AJOL)

    The major finding of study reveals that teachers possessed positive attitudes towards both environmental issues and environmental education. We found that contrary to a number of findings from studies in other parts of the world, male respondents were the most concerned about the environment and more knowledgeable ...

  1. Environmental Concern in School-Age Children.

    Science.gov (United States)

    Malkus, Amy J.; Musser, Lynn M.

    This study examined the relationship between children's environmental concern and grade, sex, environmental attitudes and behaviors, perceived competencies, and manifest anxiety. A total of 138 children in grades 1, 3, and 5 were interviewed and completed scales that measured childhood concerns, attitudes toward the environment, self perception,…

  2. Impacts of a Place-Based Science Curriculum on Student Place Attachment in Hawaiian and Western Cultural Institutions at an Urban High School in Hawai'i

    Science.gov (United States)

    Kuwahara, Jennifer L. H.

    2013-01-01

    This study investigates how students' participation in a place-based science curriculum may influence their place attachment (dependence and identity). Participants attend an urban high school in Hawai'i and are members of different cultural institutions within the school. Students are either enrolled in an environmental science class within the…

  3. Improvement of Students’ Environmental Literacy by Using Integrated Science Teaching Materials

    Science.gov (United States)

    Suryanti, D.; Sinaga, P.; Surakusumah, W.

    2018-02-01

    This study aims to determine the improvement of student environmental literacy through the use of integrated science teaching materials on pollution topics. The research is used weak experiment method with the one group pre-test post-test design. The sample of the study were junior high school students in Bandung amounted to 32 people of 7th grade. Data collection in the form of environmental literacy test instrument consist of four components of environmental literacy that is (1) Knowledge, (2) Competencies (Cognitive Skill), (3) Affective and (4) Environmentally Responsible Behavior. The results show that the student’s environmental literacy ability is improved after using integrated science teaching materials. An increase in the medium category is occurring in the knowledge (N-gain=46%) and cognitive skill (N-gain=31%), while the increase in the low category occurs in the affective component (N-gain=25%) and behaviour (N-gain=24%). The conclusions of this study as a whole the improvement of students’ environmental literacy by using integrated science teaching material is in the medium category (N-gain=34%).

  4. Income-Based Disparities in Early Elementary School Science Achievement

    Science.gov (United States)

    Curran, F. Chris

    2017-01-01

    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…

  5. What Teachers Want: Supporting Primary School Teachers in Teaching Science

    Science.gov (United States)

    Fitzgerald, Angela; Schneider, Katrin

    2013-01-01

    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…

  6. Do natural science experiments influence public attitudes towards environmental problems?

    International Nuclear Information System (INIS)

    Wallner, A.; Hunziker, M.; Kienast, F.

    2003-01-01

    We investigated the significance of risk assessment studies in the public discussion on CO 2 emissions. Politicians and representatives from the public were interviewed by using the social-science technique of qualitative in-depth interviews. Three different types of attitudes towards natural science were found among politicians. Depending on which attitude a politician holds, risk assessment studies can have an impact on his/her readiness to support environmental policy measures. Regarding lay people, key factors affecting the acceptance of environmental policy measures are knowledge of environmental problems, their impacts on ecosystems or human health as well as direct personal perception of those impacts. Since direct perception is not always possible in everyday life, natural science experiments might be a means for successfully mediating this lacking perception. (author)

  7. The Junior High School Integrated Science: The Actual Teaching Process in the Perspective of an Ethnographer

    Science.gov (United States)

    Adu-Gyamfi, Kenneth; Ampiah, Joseph Ghartey

    2016-01-01

    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…

  8. Social Cognitive Predictors of Interest in Environmental Science: Recommendations for Environmental Educators

    Science.gov (United States)

    Quimby, Julie L.; Seyala, Nazar D.; Wolfson, Jane L.

    2007-01-01

    The authors examined the influence of social cognitive variables on students' interest in environmental science careers and investigated differences between White and ethnic minority students on several career-related variables. The sample consisted of 161 undergraduate science majors (124 White students, 37 ethnic minority students). Results of…

  9. Canisius College Summer Science Camp: Combining Science and Education Experts to Increase Middle School Students' Interest in Science

    Science.gov (United States)

    Sheridan, Phillip M.; Szczepankiewicz, Steven H.; Mekelburg, Christopher R.; Schwabel, Kara M.

    2011-01-01

    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…

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

    Science.gov (United States)

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

    2012-01-01

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

  11. Applications of voltammetry in environmental science

    Energy Technology Data Exchange (ETDEWEB)

    Richardson, D.H.S.

    1985-01-01

    The wide-ranging applications of voltammetry to the analysis of trace metals and other ions of interest to environmental scientists are reviewed. It is concluded that the availability of modern microprocessor controlled instrumentation, capable of performing both anodic stripping and square wave voltammetry, provides a flexible and powerful technique to aid in solving analytical problems and carrying out routine analyses. The recent identification of many sensitizing agents which reduce detection limits to part per thousand million level, or below, is a further exciting development in this field.

  12. Embedding Indigenous Perspectives in Teaching School Science

    Science.gov (United States)

    Appanna, Subhashni Devi

    2011-01-01

    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…

  13. School Science and the Language Arts

    Science.gov (United States)

    Ediger, Marlow

    2014-01-01

    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,…

  14. Making the Connection between Environmental Science and Decision Making

    Science.gov (United States)

    Woodhouse, C. A.; Crimmins, M.; Ferguson, D. B.; Garfin, G. M.; Scott, C. A.

    2011-12-01

    As society is confronted with population growth, limited resources, and the impacts of climate variability and change, it is vital that institutions of higher education promote the development of professionals who can work with decision-makers to incorporate scientific information into environmental planning and management. Skills for the communication of science are essential, but equally important is the ability to understand decision-making contexts and engage with resource managers and policy makers. It is increasingly being recognized that people who understand the linkages between science and decision making are crucial if science is to better support planning and policy. A new graduate-level seminar, "Making the Connection between Environmental Science and Decision Making," is a core course for a new post-baccalaureate certificate program, Connecting Environmental Science and Decision Making at the University of Arizona. The goal of the course is to provide students with a basic understanding of the dynamics between scientists and decision makers that result in scientific information being incorporated into environmental planning, policy, and management decisions. Through readings from the environmental and social sciences, policy, and planning literature, the course explores concepts including scientific information supply and demand, boundary organizations, co-production of knowledge, platforms for engagement, and knowledge networks. Visiting speakers help students understand some of the challenges of incorporating scientific information into planning and decision making within institutional and political contexts. The course also includes practical aspects of two-way communication via written, oral, and graphical presentations as well as through the interview process to facilitate the transfer of scientific information to decision makers as well as to broader audiences. We aspire to help students develop techniques that improve communication and

  15. Environmental Assessment for the Bison School District Heating Plant Project, Institutional Conservation Program (ICP)

    International Nuclear Information System (INIS)

    1995-01-01

    This environmental assessment analyzes the environmental impacts of replacing the Bison, South Dakota School District's elementary school and high school heating system consisting of oil-fired boilers and supporting control system and piping

  16. Science during crisis: the application of social science during major environmental crises

    Science.gov (United States)

    Machlis, Gary; Ludwig, Kris; Manfredo, Michael J.; Vaske, Jerry J.; Rechkemmer, Andreas; Duke, Esther

    2014-01-01

    Historical and contemporary experience suggests that science plays an increasingly critical role in governmental and institutional responses to major environmental crises. Recent examples include major western wildfires (2009), the Deepwater Horizon oil spill (2010), the Fukushima nuclear accident (2011), and Hurricane Sandy (2012). The application of science during such crises has several distinctive characteristics, as well as essential requirements if it is to be useful to decision makers. these include scope conditions that include coupled natural/human systems, clear statement of uncertainties and limitations, description of cascading consequences, accurate sense of place, estimates of magnitude of impacts, identification of beneficiaries and those adversely affected, clarity and conciseness, compelling visualization and presentation, capacity to speak "truth to power", and direct access to decision makers. In this chapter, we explore the role and significance of science – including all relevant disciplines and focusing attention on the social sciences – in responding to major environmental crises. We explore several important questions: How is science during crisis distinctive? What social science is most useful during crises? What distinctive characteristics are necessary for social science to make meaningful contributions to emergency response and recovery? How might the social sciences be integrated into the strategic science needed to respond to future crises? The authors, both members of the Department of the Interior's innovative Strategic Sciences Group, describe broad principles of engagement as well as specific examples drawn from history, contemporary efforts (such as during the Deepwater Horizon oil spill), and predictions of environmental crises still to be confronted.

  17. High School Physical Sciences Teachers' Competence in Some ...

    African Journals Online (AJOL)

    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 ...

  18. In Defense of Societal Issues as Organizers for School Science.

    Science.gov (United States)

    Yager, Robert E.

    1983-01-01

    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)

  19. Individual and Collective Leadership in School Science Departments

    Science.gov (United States)

    Ritchie, Stephen M.; Mackay, Gail; Rigano, Donna L.

    2006-01-01

    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…

  20. Arguing for Computer Science in the School Curriculum

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2009-01-01

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

  2. What Is Science? Some Research from Primary Schools

    Science.gov (United States)

    Crompton, Zoe

    2013-01-01

    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…

  3. High School Students' Implicit Theories of What Facilitates Science Learning

    Science.gov (United States)

    Parsons, Eileen Carlton; Miles, Rhea; Petersen, Michael

    2011-01-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high…

  4. Environmental Sciences Division. Annual progress report for period ending September 30, 1979

    International Nuclear Information System (INIS)

    1980-03-01

    Progress for the period ending September 30, 1979 by the Environmental Sciences Division is reported. Sections reporting include terrestrial ecoloy; earth sciences; environmental resources; aquatic ecology; synthetic fuels; nuclear program; environmental impacts program; ecosystem studies; and burial ground technology

  5. ENVIRONMENTAL SYSTEMS MANAGEMENT: TOWARDS A NEW SCIENCE OF SUSTAINABLE ENVIRONMENTAL MANAGEMENT

    Science.gov (United States)

    Environmental Systems Management (ESM) is the management of environmental problems at the systems level fully accounting for the multi-dimensional nature of the environment. This includes socio-economic dimensions as well as the usual physical and life science aspects of environm...

  6. Accelerator mass spectrometry and its applications in environmental science

    International Nuclear Information System (INIS)

    Liu Kexin; Li Kun; Ma Hongji; Guo Zhiyu

    2001-01-01

    Some important work worldwide in environmental science, like urban air pollution, discharges of radioactive wastes from nuclear plants, and global climate change were introduced. Based on the improvements of facility and studies on 14 C dating method, a precision better than 0.5% has been reached for the PKUAMS. A large number of samples have been measured for the Xia-Shang-Zhou Chronology project. 14 C data of PKUAMS have made important contributions to creation of more reliable chronological table of Xia, Shang and Zhou dynasties. The improvements of PKUAMS are of benefit to the applications in environmental science in the future

  7. ENVIRONMENTAL CURRICULA HANDBOOK: TOOLS IN YOUR SCHOOLS

    Science.gov (United States)

    Environmental education is a learning process that increases people's knowledge and awareness abou the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informe...

  8. 1992 Environmental Summer Science Camp Program evaluation. The International Environmental Institute of Westinghouse Hanford Company

    Energy Technology Data Exchange (ETDEWEB)

    1993-07-01

    This report describes the 1992 Westinghouse Hanford Company/US Department of Energy Environmental Summer Science Camp. The objective of the ``camp`` was to motivate sixth and seventh graders to pursue studies in math, science, and the environment. This objective was accomplished through hands-on fun activities while studying the present and future challenges facing our environment. The camp was funded through Technical Task Plan, 424203, from the US Department of Energy-Headquarters, Office of Environmental Restoration and Waste Management, Technology Development,to Westinghouse Hanford Company`s International Environmental Institute, Education and Internship Performance Group.

  9. High school students presenting science: An interactional sociolinguistic analysis

    Science.gov (United States)

    Bleicher, Robert

    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;

  10. Melding Environmental Education and Creative Learning in Elementary and Middle-school Settings

    Science.gov (United States)

    Jain, S.; Baker, T.; Crofton-Macdonald, J.; Scott, M.

    2017-12-01

    Teaching environmental topics, such as sustainability and ecosystem management, to students through the lens of computational thinking provides unique educational opportunities. Environmental topics are an excellent source for multidisciplinary learning, as questions concerning human well-being, environmental policy, science, and mathematics can naturally be incorporated into educational discussions and activities. The use of computational modeling allows students to critically reason about and explore environmental concepts by envisioning complexity, and asking and investigating a series of "what if" questions. Students can furthermore reflect on their own relationship with their local ecology. For the past five years, we have tested and developed activities for middle school students. Through in-class activities, workshop, and summer clubs, we have explored these ideas. We plan to present examples from our work and a tentative framework for a new approach to environmental education, one reinforced by computational thinking and creative learning.

  11. Understanding Immigrants, Schooling, and School Psychology: Contemporary Science and Practice

    Science.gov (United States)

    Frisby, Craig L.; Jimerson, Shane R.

    2016-01-01

    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,…

  12. Actinide science. Fundamental and environmental aspects

    International Nuclear Information System (INIS)

    Choppin, Gregory R.

    2005-01-01

    Nuclear test explosions and reactor wastes have deposited an estimated 16x10 15 Bq of plutonium into the world's aquatic systems. However, plutonium concentration in open ocean waters is orders of magnitude less, indicating that most of the plutonium is quite insolvable in marine waters and has been incorporated into sediments. Actinide ions in waters often are not in a state of thermodynamic equilibrium and their solubility and migration behavior is related to the form in which the nuclides were introduced into the aquatic system. Actinide solubility depends on such factors as pH(hydrolysis), E H (oxidation state), reaction with complexants (e.g. carbonate, phosphate, humic acid, etc.) sorption to surfaces of minerals and/or colloids, etc., in the water. The most significant of these variables is the oxidation sate of the metal ion. The simultaneous presence of more than one oxidation state for some actinides (e.g. plutonium) in a solution complicates actinide environmental behavior. Both Np(V)O 2 + and Pu(V)O 2 + , the most significant soluble states in natural oxic waters are relatively noncomplexing and resistant to hydrolysis and subsequent precipitation but can undergo reduction to the Pu(IV) oxidation state with its different elemental behavior. The solubility of NpO 2 + can be as high as 10 -4 M while that of PuO 2 + is more limited by reduction to the insoluble tetravalent species, Pu(OH) 4 , (pK SP - 56). The net solubility of hexavalent UO 2 2+ in sea water is also limited by hydrolysis; however, it has a relatively high concentration due to formation of carbonate complexes. The insoluble trivalent americium hydroxocarbonate, Am(CO) 3 (OH), is the limiting species for the solubility of Am(III) in sea water. Thorium is found exclusively as the tetravalent species and its solubility is limited by the formation of quite insoluble Th(OH) 4 . The chemistry of actinide ions in the environment is reviewed to show the spectrum of reactions that can occur in

  13. Assessing mathematics within advanced school science qualifications

    OpenAIRE

    McAlinden, Mary; Noyes, Andrew

    2017-01-01

    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...

  14. Environmental Science Program at the Advanced Light Source

    Energy Technology Data Exchange (ETDEWEB)

    Nico, Peter; A; Anastasio, Cort; Dodge, Cleveland; Fendorf, Scott; Francis, A.J.; Hubbard, Susan; Shuh, David; Tomutsa, Liviu; Tufano, Kate; Tyliszczak, Tolek; Werner, Michelle; Williams, Ken

    2006-04-05

    The Advanced Light Source (ALS) has a variety of capabilities that are applicable to very different types of environmental systems. Shown are the basic descriptions of four of the approximately 35 beam lines at the ALS. The complimentary capabilities of these four beam lines allow for investigations that range from a spatial scale of a few nanometers to several millimeters. The Environmental Science Program at the Advanced Light Source seeks to promote and assist environmental research, particularly on the four beam lines described in this report. Several short examples of the types of research conducted on these beam lines are also described.

  15. Nigeria Secondary School Science Teachers‟ Awareness and ...

    African Journals Online (AJOL)

    First Lady

    2012-10-27

    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.

  16. Science and education across cultures: another look at the Negev Bedouins and their environmental management practices

    Science.gov (United States)

    Saito, Carlos Hiroo

    2014-12-01

    This is a rejoinder to the original article written by Wisam Sedawi, Orit Ben Zvi Assaraf, and Julie Cwikel about waste-related implication on the welfare of children living in the Negev's Bedouin Arab community. More specifically, the authors discuss the role of environmental education in the improvement of participants' life conditions. They do so by analyzing the impact of current precarious waste management practices on children's health and proposing the implementation of a science study unit in school that could assist them in dealing with the problem. My argument here is divided in three parts: first, based on the original article's information, I comment on some important characteristics of those unrecognized settlements and their waste production practices; second, I try to determine what kind of environmental education—if any—is necessary in that context to promote the desired changes put forward by the authors; and third, I adopt a cross-cultural approach to science and environmental literacy as means to provoke readers to consider the scientific value (often neglected) of traditional knowledge in attempting to solve the issues described in the original paper. In addition, both the Tbilisi Intergovernmental Conference on Environmental Education (1977) and the Treaty on Environmental Education for Sustainable Societies and Global Responsibility (1992) are used to support my argument, which also encompasses the concept of empowerment. Ultimately, bridging the Bedouin's traditional knowledge and Western modern science can help to improve science education at the school level in the unrecognized township under study by linking present and past in search of a more sustainable and peaceful future.

  17. Interactive Higher Education Instruction to Advance STEM Instruction in the Environmental Sciences - the Brownfield Action Model

    Science.gov (United States)

    Liddicoat, J. C.; Bower, P.

    2015-12-01

    The U.S. Environmental Protection Agency estimates that presently there are over half a million brownfields in the United States, but this number only includes sites for which an Environmental Site Assessment has been conducted. The actual number of brownfields is certainly in the millions and constitutes one of the major environmental issues confronting all communities today. Taught in part or entirely online for more than 15 years in environmental science, engineering, and hydrology courses at over a dozen colleges, universities, and high schools in the United States, Brownfield Action (BA) is an interactive, web-based simulation that combines scientific expertise, constructivist education philosophy, and multimedia to advance the teaching of environmental science (Bower et al., 2011, 2014; Liddicoat and Bower, 2015). In the online simulation and classroom, students form geotechnical consulting companies with a peer chosen at random to solve a problem in environmental forensics. The BA model contains interdisciplinary scientific and social information that are integrated within a digital learning environment that encourages students to construct their knowledge as they learn by doing. As such, the approach improves the depth and coherence of students understanding of the course material. Like real-world environmental consultants and professionals, students are required to develop and apply expertise from a wide range of fields, including environmental science and engineering as well as journalism, medicine, public health, law, civics, economics, and business management. The overall objective is for students to gain an unprecedented appreciation of the complexity, ambiguity, and risk involved in any environmental issue, and to acquire STEM knowledge that can be used constructively when confronted with such an issue.

  18. An Investigation of Secondary School Students' Environmental Attitudes and Opinions about Environmental Education (EE)

    Science.gov (United States)

    Yalçinkaya, Elvan; Çetin, Oguz

    2018-01-01

    The purpose of this study is to determine the environmental attitudes of secondary school students and their opinions about environmental education (EE). It also aims to make recommendations in order to give more importance to studies on this subject in Turkey based on the findings obtained. The research problem is 'What are the opinions and…

  19. Pre-service secondary school science teachers science teaching ...

    African Journals Online (AJOL)

    PROF.MIREKU

    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.

  20. Reforming an Undergraduate Environmental Science Course for Nonscience Majors

    Science.gov (United States)

    Kazempour, Mahsa; Amirshokoohi, Aidin

    2013-01-01

    This article discusses the key components of a reform-based introductory undergraduate environmental science course for nonscience majors and elementary teacher candidates as well as the impact of such components on the participants. The main goals for the course were to actively engage the students in their learning and, in doing so, to enhance…

  1. Matrices to Revise Crop, Soil, and Environmental Sciences Undergraduate Curricula

    Science.gov (United States)

    Savin, Mary C.; Longer, David; Miller, David M.

    2005-01-01

    Undergraduate curricula for natural resource and agronomic programs have been introduced and revised during the past several decades with a desire to stay current with emerging issues and technologies relevant to constituents. For the past decade, the Department of Crop, Soil, and Environmental Sciences (CSES) faculty at the University of Arkansas…

  2. Hierarchical modelling for the environmental sciences statistical methods and applications

    CERN Document Server

    Clark, James S

    2006-01-01

    New statistical tools are changing the way in which scientists analyze and interpret data and models. Hierarchical Bayes and Markov Chain Monte Carlo methods for analysis provide a consistent framework for inference and prediction where information is heterogeneous and uncertain, processes are complicated, and responses depend on scale. Nowhere are these methods more promising than in the environmental sciences.

  3. French environmental labs may get 'big science' funds

    CERN Multimedia

    2000-01-01

    France is considering expanding its network of enviromental laboratories to study the long term impacts of environmental change. It has been suggested that this could be funded using the 'big science' budget usually used for facilities such as particle accelerators (2 para).

  4. The School Assessment for Environmental Typology (SAfETy): An Observational Measure of the School Environment.

    Science.gov (United States)

    Bradshaw, Catherine P; Milam, Adam J; Furr-Holden, C Debra M; Johnson, Sarah Lindstrom

    2015-12-01

    School safety is of great concern for prevention researchers, school officials, parents, and students, yet there are a dearth of assessments that have operationalized school safety from an organizational framework using objective tools and measures. Such a tool would be important for deriving unbiased assessments of the school environment, which in turn could be used as an evaluative tool for school violence prevention efforts. The current paper presents a framework for conceptualizing school safety consistent with Crime Prevention through Environmental Design (CPTED) model and social disorganization theory, both of which highlight the importance of context as a driver for adolescents' risk for involvement in substance use and violence. This paper describes the development of a novel observational measure, called the School Assessment for Environmental Typology (SAfETy), which applies CPTED and social disorganizational frameworks to schools to measure eight indicators of school physical and social environment (i.e., disorder, trash, graffiti/vandalism, appearance, illumination, surveillance, ownership, and positive behavioral expectations). Drawing upon data from 58 high schools, we provide preliminary data regarding the validity and reliability of the SAfETy and describe patterns of the school safety indicators. Findings demonstrate the reliability and validity of the SAfETy and are discussed with regard to the prevention of violence in schools.

  5. Improving middle and high school students' comprehension of science texts

    Directory of Open Access Journals (Sweden)

    Brandi E. JOHNSON

    2011-11-01

    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.

  6. Improving middle and high school students' comprehension of science texts

    Directory of Open Access Journals (Sweden)

    Brandi E. Johnson

    2011-10-01

    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.

  7. Teaching weather and climate science in primary schools - a pilot project from the UK Met Office

    Science.gov (United States)

    Orrell, Richard; Liggins, Felicity; Challenger, Lesley; Lethem, Dom; Campbell, Katy

    2017-04-01

    Wow Schools is a pilot project from the Met Office with an aim to inspire and educate the next generation of scientists and, uniquely, use the data collected by schools to improve weather forecasts and warnings across the UK. Wow Schools was launched in late 2015 with a competition open to primary schools across the UK. 74 schools entered the draw, all hoping to be picked as one of the ten lucky schools taking part in the pilot scheme. Each winning school received a fully automatic weather station (AWS), enabling them to transmit real-time local weather observations to the Met Office's Weather Observation Website (WOW - wow.metoffice.gov.uk), an award winning web portal for uploading and sharing a range of environmental observations. They were also given a package of materials designed to get students out of the classroom to observe the weather, get hands-on with the science underpinning weather forecasting, and analyse the data they are collecting. The curriculum-relevant materials were designed with the age group 7 to 11 in mind, but could be extended to support other age groups. Each school was offered a visit by a Wow Schools Ambassador (a Met Office employee) to bring the students' learning to life, and access to a dedicated forecast for its location generated by our new supercomputer. These forecasts are improved by the school's onsite AWS reinforcing the link between observations and forecast production. The Wow Schools pilot ran throughout 2016. Here, we present the initial findings of the project, examining the potential benefits and challenges of working with schools across the UK to: enrich students' understanding of the science of weather forecasting; to source an ongoing supply of weather observations and discover how these might be used in the forecasting process; and explore what materials and business model(s) would be most useful and affordable if a wider roll-out of the initiative was undertaken.

  8. Restructuring Post-School Science Teaching Programmes

    Indian Academy of Sciences (India)

    2008-09-30

    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.

  9. How Can Humanities Interventions Promote Progress in the Environmental Sciences?

    Directory of Open Access Journals (Sweden)

    Sally L. Kitch

    2017-10-01

    Full Text Available Environmental humanists make compelling arguments about the importance of the environmental humanities (EH for discovering new ways to conceptualize and address the urgent challenges of the environmental crisis now confronting the planet. Many environmental scientists in a variety of fields are also committed to incorporating socio-cultural analyses in their work. Despite such intentions and rhetoric, however, and some humanists’ eagerness to incorporate science into their own work, “radical interdisciplinarity [across the humanities and sciences] is ... rare ... and does not have the impact one would hope for” (Holm et al. 2013, p. 32. This article discusses reasons for the gap between transdisciplinary intentions and the work being done in the environmental sciences. The article also describes a project designed to address that gap. Entitled “From Innovation to Progress: Addressing Hazards of the Sustainability Sciences”, the project encourages humanities interventions in problem definition, before any solution or action is chosen. Progress offers strategies for promoting expanded stakeholder engagement, enhancing understanding of power struggles and inequities that underlie problems and over-determine solutions, and designing multiple future scenarios based on alternative values, cultural practices and beliefs, and perspectives on power distribution and entitlement.

  10. Evaluating Junior Secondary Science Textbook Usage in Australian Schools

    Science.gov (United States)

    McDonald, Christine V.

    2016-08-01

    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.

  11. Scientific knowledge and environmental policy. Why science needs values. Environmental essay

    Energy Technology Data Exchange (ETDEWEB)

    Carolan, M.S. [Department of Sociology, Colorado State University, Fort Collins (United States)

    2006-12-15

    While the term 'science' is evoked with immense frequency in the political arena, it continues to be misunderstood. Perhaps the most repeated example of this - particularly when dealing with environmental policy and regulatory issues - is when science is called upon to provide the unattainable: namely, proof. What is scientific knowledge and, more importantly, what is it capable of providing us? These questions must be answered - by policymakers, politicians, the public, and scientists themselves - if we hope to ever resolve today's environmental controversies in a just and equitable way. This paper begins by critically examining the concepts of uncertainty and proof as they apply to science. Discussion then turns to the issue of values in science. This is to speak of the normative decisions that are made routinely in the environmental sciences (but often without them being recognized as such). To conclude, insights are gleaned from the preceding sections to help us understand how science should be utilized and conducted, particularly as it applies to environmental policy.

  12. Environmental Sciences Division: Summaries of research in FY 1996

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-06-01

    This document describes the Fiscal Year 1996 activities and products of the Environmental Sciences Division, Office of Biological and Environmental Research, Office of Energy Research. The report is organized into four main sections. The introduction identifies the basic program structure, describes the programs of the Environmental Sciences Division, and provides the level of effort for each program area. The research areas and project descriptions section gives program contact information, and provides descriptions of individual research projects including: three-year funding history, research objective and approach used in each project, and results to date. Appendixes provide postal and e-mail addresses for principal investigators and define acronyms used in the text. The indexes provide indexes of principal investigators, research institutions, and keywords for easy reference. Research projects are related to climatic change and remedial action.

  13. Panarchy use in environmental science for risk and resilience planning

    Science.gov (United States)

    Angeler, David G.; Allen, Craig R.; Garmestani, Ahjond S.; Gunderson, Lance H.; Linkov, Igor

    2016-01-01

    Environmental sciences have an important role in informing sustainable management of built environments by providing insights about the drivers and potentially negative impacts of global environmental change. Here, we discuss panarchy theory, a multi-scale hierarchical concept that accounts for the dynamism of complex socio-ecological systems, especially for those systems with strong cross-scale feedbacks. The idea of panarchy underlies much of system resilience, focusing on how systems respond to known and unknown threats. Panarchy theory can provide a framework for qualitative and quantitative research and application in the environmental sciences, which can in turn inform the ongoing efforts in socio-technical resilience thinking and adaptive and transformative approaches to management.

  14. Environmental Science Program at the Advanced Light Source

    Energy Technology Data Exchange (ETDEWEB)

    Hubbard, Susan; Shuh, David; Nico, Peter

    2005-06-01

    Synchrotron Radiation (SR)-based techniques have become an essential and fundamental research tool in Molecular Environmental Science (MES) research. MES is an emerging scientific field that has largely evolved from research interactions at the U.S. Department of Energy (U.S. DOE) SR laboratories in response to the pressing need for understanding fundamental molecular-level chemical and biological processes that involve the speciation, properties, and behavior of contaminants, within natural systems. The role of SR-based investigations in MES and their impact on environmental problems of importance to society has been recently documented in Molecular Environmental Science: An Assessment of Research Accomplishment, Available Synchrotron Radiation Facilities, and Needs (EnviroSync, 2003).

  15. Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

    Science.gov (United States)

    Sanborn, Stephen

    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.

  16. 77 FR 66853 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2012-11-07

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel Career Grants in the Environmental Health Sciences. Date: November...., Scientific Review Administrator, Nat. Institute of Environmental Health Sciences, Office of Program...

  17. Cooperative learning in science: intervention in the secondary school

    Science.gov (United States)

    Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.

    2011-04-01

    The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.

  18. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Science.gov (United States)

    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

  19. The Role of Environmental Education in Increasing the Awareness of Primary School Students and Reducing Environmental Risks

    Directory of Open Access Journals (Sweden)

    Mohsen Hesami Arani

    2016-06-01

    Conclusion: Schools environmental management plays an important role in preparing students for environmental education that the results of this study showed a significant relationship between education and promotion of students' environmental awareness.

  20. Schools, science, social justice, and the role of violence

    Science.gov (United States)

    Weinstein, Matthew

    2012-09-01

    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.

  1. Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

    Science.gov (United States)

    Davis, Edward

    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.

  2. 78 FR 8156 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2013-02-05

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Environmental Health Sciences Special Emphasis Panel; Studies of Environmental Agents to Induce Immunotoxicity... Research and Training, Nat. Institute of Environmental Health Sciences, P.O. Box 12233, MD EC-30, Research...

  3. 76 FR 13650 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2011-03-14

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Training, Nat. Institute of Environmental Health Sciences, P.O. Box 12233, MD EC-30/Room 3171, Research... Environmental Health Sciences Special Emphasis Panel; Review of Educational Grants with an Environmental Health...

  4. 75 FR 34147 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2010-06-16

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Review Branch, Division of Extramural Research and Training, Nat. Institute Environmental Health Sciences... Development in the Environmental Health Sciences; 93.113, Biological Response to Environmental Health Hazards...

  5. 77 FR 40076 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2012-07-06

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Environmental Health Sciences, P.O. Box 12233, MD EC-30 Research Triangle Park, NC 27709, (919) 541- 0752... Manpower Development in the Environmental Health Sciences; 93.113, Biological Response to Environmental...

  6. 75 FR 7487 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2010-02-19

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory..., Scientific Review Administrator, National Inst. of Environmental Health Sciences, Office of Program... Manpower Development in the Environmental Health Sciences; 93.113, Biological Response to Environmental...

  7. 76 FR 67748 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2011-11-02

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act...., Director, Division of Extramural Research and Training, Nat. Inst. of Environmental Health Sciences... Manpower Development in the Environmental Health Sciences; 93.113, Biological Response to Environmental...

  8. 75 FR 55805 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2010-09-14

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act... Environmental Health Sciences, 615 Davis Dr., KEY615/3112, Research Triangle Park, NC 27709. (919) 541-4980... Environmental Health Sciences; 93.113, Biological Response to Environmental Health Hazards; 93.114, Applied...

  9. 75 FR 45133 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2010-08-02

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory.... Institute of Environmental Health Science, P.O. Box 12233, MD EC-30/Room 3170 B, Research Triangle Park, NC... Manpower Development in the Environmental Health Sciences; 93.113, Biological Response to Environmental...

  10. 78 FR 51734 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2013-08-21

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory..., Nat. Institute of Environmental Health Sciences, Office of Program Operations, Scientific Review... Development in the Environmental Health Sciences; 93.113, Biological Response to Environmental Health Hazards...

  11. 75 FR 32797 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2010-06-09

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Branch, Division of Extramural Research and Training, Nat. Institute of Environmental Health Sciences, P... Manpower Development in the Environmental Health Sciences; 93.113, Biological Response to Environmental...

  12. 78 FR 42968 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2013-07-18

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Environmental Health Sciences, Building 101, Rodbell Auditorium, 111 T. W. Alexander Drive, Research Triangle... the Environmental Health Sciences; 93.113, Biological Response to Environmental Health Hazards; 93.114...

  13. 78 FR 27410 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2013-05-10

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory..., Nat. Institute of Environmental Health Sciences, Office of Program Operations, Scientific Review... the Environmental Health Sciences; 93.113, Biological Response to Environmental Health Hazards; 93.114...

  14. Beyond Science and Technology: The need to incorporate Environmental Ethics to solve Environmental Problems

    Directory of Open Access Journals (Sweden)

    Fesseha Mulu

    2018-01-01

    Full Text Available The emergence and development of science and technology has been critical in improving the lives of mankind. It helps mankind to cope with a number of manmade and natural challenges and disasters. Science cannot totally diminish the level of human dependency on nature; but, with the existing availability of natural resources, science has increased our productivity. However, science and technology can also have its own negative impacts on the natural environment. For the purpose of increasing productivity and satisfying human needs, humans have been egoistically exploiting nature but disregarding the effects of their activities on nature. Science has also been trying its level best to mitigate the negative effects that results from mankind’s exploitation of nature. However, science alone is incapable of solving all environmental problems. This desk research employs secondary sources of data, and argues that environmental ethics should come to the fore in order to address the gap left by science with regard to resolving environmental problems that mankind faces today.

  15. A New Approach to A Science Magnet School - Classroom and Museum Integration

    Science.gov (United States)

    Franklin, Samuel

    2009-03-01

    The Pittsburgh Science & Technology Academy is a place where any student with an interest in science, technology, engineering or math can develop skills for a career in life sciences, environmental sciences, computing, or engineering. The Academy isn't just a new school. It's a new way to think about school. The curriculum is tailored to students who have a passion for science, technology, engineering or math. The environment is one of extraordinary support for students, parents, and faculty. And the Academy exists to provide opportunities, every day, for students to Dream. Discover. Design. That is, Academy students set goals and generate ideas, research and discover answers, and design real solutions for the kinds of real-world problems that they'll face after graduation. The Academy prepares students for their future, whether they go on to higher education or immediate employment. This talk will explain the unique features of the Pittsburgh Science & Technology Academy, lessons learned from its two-year design process, and the role that the Carnegie Museums have played and will continue to play as the school grows.

  16. Distinguishing science from pseudoscience in school psychology: science and scientific thinking as safeguards against human error.

    Science.gov (United States)

    Lilienfeld, Scott O; Ammirati, Rachel; David, Michal

    2012-02-01

    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.

  17. 77 FR 45604 - Notification of Two Public Teleconferences of the Science Advisory Board; Environmental Economics...

    Science.gov (United States)

    2012-08-01

    ... Science Advisory Board; Environmental Economics Advisory Committee AGENCY: Environmental Protection Agency...) Staff Office announces two public teleconferences of the SAB Environmental Economics Advisory Committee...., notice is hereby given that the SAB Environmental Economics Advisory Committee (EEAC) will hold public...

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

    Science.gov (United States)

    Blum, Abraham

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

  19. Astrobiology in an Urban New York City High School: John Dewey High School's Space Science Academy

    Science.gov (United States)

    Fried, B.; Dash, H. B.

    2010-04-01

    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.

  20. Environmental Education Curriculum in a Bilingual Education School in China

    Science.gov (United States)

    Li, Ling

    2006-01-01

    In this article, the author discusses her experiences with developing an English-language science curriculum for students at the experimental Hai Bin Lu Primary School in China. She uses Schwab's (1973) four common denominators (or essential factors) of curricula--teacher, student, subject matter, and milieu--and Genette's (1980) three…

  1. Challenges for Data Archival Centers in Evolving Environmental Sciences

    Science.gov (United States)

    Wei, Y.; Cook, R. B.; Gu, L.; Santhana Vannan, S. K.; Beaty, T.

    2015-12-01

    Environmental science has entered into a big data era as enormous data about the Earth environment are continuously collected through field and airborne missions, remote sensing observations, model simulations, sensor networks, etc. An open-access and open-management data infrastructure for data-intensive science is a major grand challenge in global environmental research (BERAC, 2010). Such an infrastructure, as exemplified in EOSDIS, GEOSS, and NSF EarthCube, will provide a complete lifecycle of environmental data and ensures that data will smoothly flow among different phases of collection, preservation, integration, and analysis. Data archival centers, as the data integration units closest to data providers, serve as the source power to compile and integrate heterogeneous environmental data into this global infrastructure. This presentation discusses the interoperability challenges and practices of geosciences from the aspect of data archival centers, based on the operational experiences of the NASA-sponsored Oak Ridge National Laboratory Distributed Active Archive Center (ORNL DAAC) and related environmental data management activities. Specifically, we will discuss the challenges to 1) encourage and help scientists to more actively share data with the broader scientific community, so that valuable environmental data, especially those dark data collected by individual scientists in small independent projects, can be shared and integrated into the infrastructure to tackle big science questions; 2) curate heterogeneous multi-disciplinary data, focusing on the key aspects of identification, format, metadata, data quality, and semantics to make them ready to be plugged into a global data infrastructure. We will highlight data curation practices at the ORNL DAAC for global campaigns such as BOREAS, LBA, SAFARI 2000; and 3) enhance the capabilities to more effectively and efficiently expose and deliver "big" environmental data to broad range of users and systems

  2. Assessing a Science Graduate School Recruitment Symposium.

    Science.gov (United States)

    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

    2015-12-01

    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.

  3. Molecular Environmental Science and Synchrotron Radiation Facilities An Update of the 1995 DOE-Airlie Report on Molecular Environmental Science

    Energy Technology Data Exchange (ETDEWEB)

    Bargar, John R

    1999-05-07

    This workshop was requested by Dr. Robert Marianelli, Director of the DOE-BES Chemical Sciences Division, to update the findings of the Workshop on Molecular Environmental Sciences (MES) held at Airlie, VA, in July 1995. The Airlie Workshop Report defined the new interdisciplinary field referred to as Molecular Environmental Science (MES), reviewed the synchrotron radiation methods used in MES research, assessed the adequacy of synchrotron radiation facilities for research in this field, and summarized the beam time requirements of MES users based on a national MES user survey. The objectives of MES research are to provide information on the chemical and physical forms (speciation), spatial distribution, and reactivity of contaminants in natural materials and man-made waste forms, and to develop a fundamental understanding of the complex molecular-scale environmental processes, both chemical and biological, that affect the stability, transformations, mobility, and toxicity of contaminant species. These objectives require parallel studies of ''real'' environmental samples, which are complicated multi-phase mixtures with chemical and physical heterogeneities, and of simplified model systems in which variables can be controlled and fundamental processes can be examined. Only by this combination of approaches can a basic understanding of environmental processes at the molecular-scale be achieved.

  4. Molecular Environmental Science and Synchrotron Radiation Facilities An Update of the 1995 DOE-Airlie Report on Molecular Environmental Science

    International Nuclear Information System (INIS)

    Bargar, John R

    1999-01-01

    This workshop was requested by Dr. Robert Marianelli, Director of the DOE-BES Chemical Sciences Division, to update the findings of the Workshop on Molecular Environmental Sciences (MES) held at Airlie, VA, in July 1995. The Airlie Workshop Report defined the new interdisciplinary field referred to as Molecular Environmental Science (MES), reviewed the synchrotron radiation methods used in MES research, assessed the adequacy of synchrotron radiation facilities for research in this field, and summarized the beam time requirements of MES users based on a national MES user survey. The objectives of MES research are to provide information on the chemical and physical forms (speciation), spatial distribution, and reactivity of contaminants in natural materials and man-made waste forms, and to develop a fundamental understanding of the complex molecular-scale environmental processes, both chemical and biological, that affect the stability, transformations, mobility, and toxicity of contaminant species. These objectives require parallel studies of ''real'' environmental samples, which are complicated multi-phase mixtures with chemical and physical heterogeneities, and of simplified model systems in which variables can be controlled and fundamental processes can be examined. Only by this combination of approaches can a basic understanding of environmental processes at the molecular-scale be achieved

  5. Offering a Forensic Science Camp to Introduce and Engage High School Students in Interdisciplinary Science Topics

    Science.gov (United States)

    Ahrenkiel, Linda; Worm-Leonhard, Martin

    2014-01-01

    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…

  6. Science Teachers' Utilisation of Innovative Strategies for Teaching Senior School Science in Ilorin, Nigeria

    Science.gov (United States)

    Oyelekan, Oloyede Solomon; Igbokwe, Emoyoke Faith; Olorundare, Adekunle Solomon

    2017-01-01

    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…

  7. Shoring Up Math and Science in the Elementary Grades: Schools Enlist Specialists to Teach Science Lessons

    Science.gov (United States)

    Jacobson, Linda

    2004-01-01

    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…

  8. Offering a Forensic Science Camp To Introduce and Engage High School Students in Interdisciplinary Science Topics

    DEFF Research Database (Denmark)

    Ahrenkiel, Linda; Worm-Leonhard, Martin

    2014-01-01

    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....

  9. Proceedings of the Science and Community Environmental Knowledge Fund forum

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2004-07-01

    This paper presented details of a forum which provided partners and stakeholders with an opportunity to see results of recent projects initiated by the Petroleum Technology Alliance Canada's Science and Community Environmental Knowledge Fund. The aim of the forum was to discuss future directions for research and funding. The fund is comprised of 5 knowledge envelopes covering environmental issues relevant to the oil and gas industry. These include ecosystem and cumulative impact management; health and safety; education and technology; and community environmental knowledge. Achievements, trends, challenges and innovations in environmental impact management were reviewed. Current environmental impact management strategies in British Columbia oil and gas industry were discussed along with issues concerning wildlife and footprint minimization in relation to facility operations and reclamation management. Waste and air quality management issues were also discussed. The forum featured 29 presentations that touched on topics such as innovations and opportunities in environmental impact research; Snake-Sahtaneh Boreal caribou habitat use and ecology; wildlife habitat connectivity and conservation of Peace River lowlands; mountain goats and helicopters; water use plan and low flow analysis; cumulative impacts assessment of development on forests and First Nations of northeast BC; geophysical line construction; the application of First Nations traditional knowledge to reclamation strategies in the oil and gas industry; issues concerning construction and standards; the influence of new technologies in environmental impact management; and the environmental aspects of natural gas midstream operations.

  10. The Effect of Eco-Schools on Children's Environmental Values and Behaviour

    Science.gov (United States)

    Boeve-de Pauw, Jelle; Van Petegem, Peter

    2013-01-01

    The study examines the effectiveness of eco-schools concerning their students' environmental values and environmental behaviour, and includes 1287 children from fifty-nine schools (thirty-eight eco-schools and twenty-one control schools) in Flanders. Controlling for effects of gender and socio-economic status, analyses show that eco-schools have…

  11. Publications in biomedical and environmental sciences programs, 1981

    Energy Technology Data Exchange (ETDEWEB)

    Moody, J.B. (comp.)

    1982-07-01

    This bibliography contains 698 references to articles in journals, books, and reports published in the subject area of biomedical and environmental sciences during 1981. There are 520 references to articles published in journals and books and 178 references to reports. Staff members in the Biomedical and Environmental Sciences divisions have other publications not included in this bibliography; for example, theses, book reviews, abstracts published in journals or symposia proceedings, pending journal publications and reports such as monthly, bimonthly, and quarterly progress reports, contractor reports, and reports for internal distribution. This document is sorted by the division, and then alphabetically by author. The sorting by divisions separates the references by subject area in a simple way. The divisions represented in the order that they appear in the bibliography are Analytical Chemistry, Biology, Chemical Technology, Information R and D, Health and Safety Research, Instrumentation and Controls, Computer Sciences, Energy, Engineering Technology, Solid State, Central Management, Operations, and Environmental Sciences. Indexes are provided by author, title, and journal reference.

  12. Publications in biomedical and environmental sciences programs, 1981

    International Nuclear Information System (INIS)

    Moody, J.B.

    1982-07-01

    This bibliography contains 698 references to articles in journals, books, and reports published in the subject area of biomedical and environmental sciences during 1981. There are 520 references to articles published in journals and books and 178 references to reports. Staff members in the Biomedical and Environmental Sciences divisions have other publications not included in this bibliography; for example, theses, book reviews, abstracts published in journals or symposia proceedings, pending journal publications and reports such as monthly, bimonthly, and quarterly progress reports, contractor reports, and reports for internal distribution. This document is sorted by the division, and then alphabetically by author. The sorting by divisions separates the references by subject area in a simple way. The divisions represented in the order that they appear in the bibliography are Analytical Chemistry, Biology, Chemical Technology, Information R and D, Health and Safety Research, Instrumentation and Controls, Computer Sciences, Energy, Engineering Technology, Solid State, Central Management, Operations, and Environmental Sciences. Indexes are provided by author, title, and journal reference

  13. Changes in Student Science Interest from Elementary to Middle School

    Science.gov (United States)

    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

  14. Opportunities for web-based indicators in environmental sciences.

    Directory of Open Access Journals (Sweden)

    Sergio Malcevschi

    Full Text Available This paper proposes a set of web-based indicators for quantifying and ranking the relevance of terms related to key-issues in Ecology and Sustainability Science. Search engines that operate in different contexts (e.g. global, social, scientific are considered as web information carriers (WICs and are able to analyse; (i relevance on different levels: global web, individual/personal sphere, on-line news, and culture/science; (ii time trends of relevance; (iii relevance of keywords for environmental governance. For the purposes of this study, several indicators and specific indices (relational indices and dynamic indices were applied to a test-set of 24 keywords. Outputs consistently show that traditional study topics in environmental sciences such as water and air have remained the most quantitatively relevant keywords, while interest in systemic issues (i.e. ecosystem and landscape has grown over the last 20 years. Nowadays, the relevance of new concepts such as resilience and ecosystem services is increasing, but the actual ability of these concepts to influence environmental governance needs to be further studied and understood. The proposed approach, which is based on intuitive and easily replicable procedures, can support the decision-making processes related to environmental governance.

  15. Status and developmental strategy of nuclear agricultural sciences in researches of eco-environmental sciences in agriculture

    International Nuclear Information System (INIS)

    Hua Luo; Wang Xunqing

    2001-01-01

    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

  16. Web portal on environmental sciences "ATMOS''

    Directory of Open Access Journals (Sweden)

    E. P. Gordov

    2006-01-01

    Full Text Available The developed under INTAS grant web portal ATMOS (http://atmos.iao.ru and http://atmos.scert.ru makes available to the international research community, environmental managers, and the interested public, a bilingual information source for the domain of Atmospheric Physics and Chemistry, and the related application domain of air quality assessment and management. It offers access to integrated thematic information, experimental data, analytical tools and models, case studies, and related information and educational resources compiled, structured, and edited by the partners into a coherent and consistent thematic information resource. While offering the usual components of a thematic site such as link collections, user group registration, discussion forum, news section etc., the site is distinguished by its scientific information services and tools: on-line models and analytical tools, and data collections and case studies together with tutorial material. The portal is organized as a set of interrelated scientific sites, which addressed basic branches of Atmospheric Sciences and Climate Modeling as well as the applied domains of Air Quality Assessment and Management, Modeling, and Environmental Impact Assessment. Each scientific site is open for external access information-computational system realized by means of Internet technologies. The main basic science topics are devoted to Atmospheric Chemistry, Atmospheric Spectroscopy and Radiation, Atmospheric Aerosols, Atmospheric Dynamics and Atmospheric Models, including climate models. The portal ATMOS reflects current tendency of Environmental Sciences transformation into exact (quantitative sciences and is quite effective example of modern Information Technologies and Environmental Sciences integration. It makes the portal both an auxiliary instrument to support interdisciplinary projects of regional environment and extensive educational resource in this important domain.

  17. Augmented Citizen Science for Environmental Monitoring and Education

    Science.gov (United States)

    Albers, B.; de Lange, N.; Xu, S.

    2017-09-01

    Environmental monitoring and ecological studies detect and visualize changes of the environment over time. Some agencies are committed to document the development of conservation and status of geotopes and geosites, which is time-consuming and cost-intensive. Citizen science and crowd sourcing are modern approaches to collect data and at the same time to raise user awareness for environmental changes. Citizen scientists can take photographs of point of interests (POI) with smartphones and the PAN App, which is presented in this article. The user is navigated to a specific point and is then guided with an augmented reality approach to take a photo in a specific direction. The collected photographs are processed to time-lapse videos to visualize environmental changes. Users and experts in environmental agencies can use this data for long-term documentation.

  18. Environmental Literacy Comparison between Students Taught in Eco-Schools and Ordinary Schools in the Madeira Island Region of Portugal

    Science.gov (United States)

    Spinola, H.

    2015-01-01

    The main goal of environmental education is to improve environmental literacy, including not just more knowledge but also a better attitude toward the environment and a higher prevalence of pro-environmental behaviours. The Eco-School Program is considered the world largest environmental education program for schools, but it keeps growing without…

  19. Exploring Connections Between Earth Science and Biology - Interdisciplinary Science Activities for Schools

    Science.gov (United States)

    Vd Flier-Keller, E.; Carolsfeld, C.; Bullard, T.

    2009-05-01

    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

  20. Improving Environmental Literacy through GO3 Citizen Science Project

    Science.gov (United States)

    Wilkening, B.

    2011-12-01

    In the Global Ozone (GO3) Project students measure ground-level ozone on a continuous basis and upload their results to a global network used by atmospheric scientists and schools. Students learn important concepts such as chemical measurement methods; instrumentation; calibration; data acquisition using computers; data quality; statistics; data analysis and graphing; posting of data to the web; the chemistry of air pollution; stratospheric ozone depletion and global climate change. Students collaborate with researchers and other students globally in the GO3 network. Wilson K-8 School is located in a suburban area in Pima County, Arizona. Throughout the year we receive high ozone alert days. Prior to joining the GO3 project, my students were unaware of air pollution alerts, risks and causes. In the past when Pima County issued alerts to the school, they were posted on signs around the school. No explanation was provided to the students and the signs were often left up for days. This discounted the potential health effects of the situation, resulting in the alerts effectively being ignored. The GO3 project is transforming both my students and our school community. Now my students are: Performing science research Utilizing technology and increasing their skills Collaborating in a responsible manner on the global GO3 social network Communicating their work to the community Issuing their own ozone alerts to their school Advocating for actions that will improve air quality My students participation in this citizen science project is creating a more cognizant and active community in regards to air pollution.

  1. Environmental, institutional, and demographic predictors of environmental literacy among middle school children.

    Directory of Open Access Journals (Sweden)

    Kathryn T Stevenson

    Full Text Available Building environmental literacy (EL in children and adolescents is critical to meeting current and emerging environmental challenges worldwide. Although environmental education (EE efforts have begun to address this need, empirical research holistically evaluating drivers of EL is critical. This study begins to fill this gap with an examination of school-wide EE programs among middle schools in North Carolina, including the use of published EE curricula and time outdoors while controlling for teacher education level and experience, student attributes (age, gender, and ethnicity, and school attributes (socio-economic status, student-teacher ratio, and locale. Our sample included an EE group selected from schools with registered school-wide EE programs, and a control group randomly selected from NC middle schools that were not registered as EE schools. Students were given an EL survey at the beginning and end of the spring 2012 semester. Use of published EE curricula, time outdoors, and having teachers with advanced degrees and mid-level teaching experience (between 3 and 5 years were positively related with EL whereas minority status (Hispanic and black was negatively related with EL. Results suggest that school-wide EE programs were not associated with improved EL, but the use of published EE curricula paired with time outdoors represents a strategy that may improve all key components of student EL. Further, investments in teacher development and efforts to maintain enthusiasm for EE among teachers with more than 5 years of experience may help to boost student EL levels. Middle school represents a pivotal time for influencing EL, as improvement was slower among older students. Differences in EL levels based on gender suggest boys and girls may possess complementary skills sets when approaching environmental issues. Our findings suggest ethnicity related disparities in EL levels may be mitigated by time spent in nature, especially among black and

  2. After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools

    Science.gov (United States)

    Drayton, Brian; Falk, Joni K.; Stroud, Rena; Hobbs, Kathryn; Hammerman, James

    2010-01-01

    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"…

  3. Applications of SAR Interferometry in Earth and Environmental Science Research

    Science.gov (United States)

    Zhou, Xiaobing; Chang, Ni-Bin; Li, Shusun

    2009-01-01

    This paper provides a review of the progress in regard to the InSAR remote sensing technique and its applications in earth and environmental sciences, especially in the past decade. Basic principles, factors, limits, InSAR sensors, available software packages for the generation of InSAR interferograms were summarized to support future applications. Emphasis was placed on the applications of InSAR in seismology, volcanology, land subsidence/uplift, landslide, glaciology, hydrology, and forestry sciences. It ends with a discussion of future research directions. PMID:22573992

  4. Applications of SAR Interferometry in Earth and Environmental Science Research

    Directory of Open Access Journals (Sweden)

    Xiaobing Zhou

    2009-03-01

    Full Text Available This paper provides a review of the progress in regard to the InSAR remote sensing technique and its applications in earth and environmental sciences, especially in the past decade. Basic principles, factors, limits, InSAR sensors, available software packages for the generation of InSAR interferograms were summarized to support future applications. Emphasis was placed on the applications of InSAR in seismology, volcanology, land subsidence/uplift, landslide, glaciology, hydrology, and forestry sciences. It ends with a discussion of future research directions.

  5. Applications of SAR Interferometry in Earth and Environmental Science Research.

    Science.gov (United States)

    Zhou, Xiaobing; Chang, Ni-Bin; Li, Shusun

    2009-01-01

    This paper provides a review of the progress in regard to the InSAR remote sensing technique and its applications in earth and environmental sciences, especially in the past decade. Basic principles, factors, limits, InSAR sensors, available software packages for the generation of InSAR interferograms were summarized to support future applications. Emphasis was placed on the applications of InSAR in seismology, volcanology, land subsidence/uplift, landslide, glaciology, hydrology, and forestry sciences. It ends with a discussion of future research directions.

  6. Students Environmental Awareness of Ar Ridho Nature School Semarang

    Science.gov (United States)

    Prihatiningsih, Agustina

    2018-02-01

    In order to meet the goal of environmental education, creating generation who are environmentally concerned and responsible, Ar Ridho Nature School Semarang (SAA), put the message of such education on their gardening subject. The subject has designed for grade 1 to 6 as the school commitment to build a civilization who are able to live in harmony with nature. The purpose of gardening is not only giving students environmental knowledge but also building environmental awareness and skill to preserve nature. Thus, this study aims at presenting environmental awareness among students of SAA and finding out whether there is a relationship between environmental knowledge and environmental awareness. The third grade of students were selected as participants since they were in the middle level of elementary education which has not applied 2013 Curricula (K13). A questionnaire survey was applied to 62 students face to face with considering the level of students for understanding the given questions. Descriptive statistics, ANOVA, and Pearson coefficient of correlation are the techniques used to analyze the data.

  7. Students Environmental Awareness of Ar Ridho Nature School Semarang

    Directory of Open Access Journals (Sweden)

    Prihatiningsih Agustina

    2018-01-01

    Full Text Available In order to meet the goal of environmental education, creating generation who are environmentally concerned and responsible, Ar Ridho Nature School Semarang (SAA, put the message of such education on their gardening subject. The subject has designed for grade 1 to 6 as the school commitment to build a civilization who are able to live in harmony with nature. The purpose of gardening is not only giving students environmental knowledge but also building environmental awareness and skill to preserve nature. Thus, this study aims at presenting environmental awareness among students of SAA and finding out whether there is a relationship between environmental knowledge and environmental awareness. The third grade of students were selected as participants since they were in the middle level of elementary education which has not applied 2013 Curricula (K13. A questionnaire survey was applied to 62 students face to face with considering the level of students for understanding the given questions. Descriptive statistics, ANOVA, and Pearson coefficient of correlation are the techniques used to analyze the data.

  8. Incorporating Geographic Information Science in the BSc Environ-mental Science Program in Botswana

    Science.gov (United States)

    Akinyemi, Felicia O.

    2018-05-01

    Critical human capacity in Geographic Information Science (GISc) is developed at the Botswana International University of Science and Technology, a specialized, research university. Strategies employed include GISc courses offered each semester to students from various programs, the conduct of field-based projects, enrolment in online courses, geo-spatial initiatives with external partners, and final year research projects utilizing geospatial technologies. A review is made of available GISc courses embedded in the Bachelor of Science Environmental Science program. GISc courses are incorporated in three Bachelor degree programs as distinct courses. Geospatial technologies are employed in several other courses. Student researches apply GIS and Remote Sensing methods to environmental and geological themes. The overarching goals are to equip students in various disciplines to utilize geospatial technologies, and enhance their spatial thinking and reasoning skills.

  9. Instructional Leadership in Elementary School Science

    Science.gov (United States)

    Sherman, Ann; MacDonald, Leo

    2008-01-01

    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…

  10. Environmental sciences and computations: a modular data based systems approach

    International Nuclear Information System (INIS)

    Crawford, T.V.; Bailey, C.E.

    1975-07-01

    A major computer code for environmental calculations is under development at the Savannah River Laboratory. The primary aim is to develop a flexible, efficient capability to calculate, for all significant pathways, the dose to man resulting from releases of radionuclides from the Savannah River Plant and from other existing and potential radioactive sources in the southeastern United States. The environmental sciences programs at SRP are described, with emphasis on the development of the calculational system. It is being developed as a modular data-based system within the framework of the larger JOSHUA Computer System, which provides data management, terminal, and job execution facilities. (U.S.)

  11. Earth and Environmental Sciences 1999 Annual Report Meeting National Needs

    International Nuclear Information System (INIS)

    Yonker, L.; Dannevik, B.

    2000-01-01

    Lawrence Livermore National Laboratory's Earth and Environmental Sciences 1999 Annual Report covers the following topics: (1) Nuclear Materials--Modeling Thermohydrologic Processes at the Proposed Yucca Mountain Nuclear-Waste Repository; Dose Assessments and Resettlement Support on Rongelap Atoll in the Marshall Islands. (2) Climate, Carbon, and Energy--Incorporating Surprise into Models of Global Climate Change: A Simple Climate Demonstrator Model; (3) Environmental Risk Reduction--The NASA Global Modeling Initiative: Analyzing the Atmospheric Impacts of Supersonic Aircraft; (4) National Security--Atmospheric Release Assessment Programs; and (5) Cross-Cutting Technologies/Capabilities--Advances in Technology at the Center for Accelerator Mass Spectrometry; Experimental Geophysics: Investigating Material Properties at Extreme Conditions

  12. The diversity and evolution of ecological and environmental citizen science.

    Directory of Open Access Journals (Sweden)

    Michael J O Pocock

    Full Text Available Citizen science-the involvement of volunteers in data collection, analysis and interpretation-simultaneously supports research and public engagement with science, and its profile is rapidly rising. Citizen science represents a diverse range of approaches, but until now this diversity has not been quantitatively explored. We conducted a systematic internet search and discovered 509 environmental and ecological citizen science projects. We scored each project for 32 attributes based on publicly obtainable information and used multiple factor analysis to summarise this variation to assess citizen science approaches. We found that projects varied according to their methodological approach from 'mass participation' (e.g. easy participation by anyone anywhere to 'systematic monitoring' (e.g. trained volunteers repeatedly sampling at specific locations. They also varied in complexity from approaches that are 'simple' to those that are 'elaborate' (e.g. provide lots of support to gather rich, detailed datasets. There was a separate cluster of entirely computer-based projects but, in general, we found that the range of citizen science projects in ecology and the environment showed continuous variation and cannot be neatly categorised into distinct types of activity. While the diversity of projects begun in each time period (pre 1990, 1990-99, 2000-09 and 2010-13 has not increased, we found that projects tended to have become increasingly different from each other as time progressed (possibly due to changing opportunities, including technological innovation. Most projects were still active so consequently we found that the overall diversity of active projects (available for participation increased as time progressed. Overall, understanding the landscape of citizen science in ecology and the environment (and its change over time is valuable because it informs the comparative evaluation of the 'success' of different citizen science approaches. Comparative

  13. CERN as a Non-School Resource for Science Education

    CERN Document Server

    Ellis, Jonathan Richard

    2000-01-01

    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.

  14. AECL's research and development program in environmental science and technology

    International Nuclear Information System (INIS)

    Cornett, R.J.

    1998-07-01

    AECL's radiological research and development (R and D) program encompasses work on sources of radiation exposure, radionuclide transport through the environment and potential impacts on biota and on human health. The application of the radiation protection knowledge and technology developed in this program provides cradle-to-grave management for CANDU and related nuclear technologies. This document provides an overview of the Environmental Science and Technology (ES and T) program which is one of the technical areas of R and D within the radiological R and D program. The ES and T program uses science from three main areas: radiochemistry, mathematical modelling and environmental assessment. In addition to providing an overview of the program, this summary also gives specific examples of recent technical work in each of the three areas. These technical examples illustrate the applied nature of the ES and T program and the close coupling of the program to CANDU customer requirements. (author)

  15. Publications in biomedical and environmental sciences programs, 1982

    International Nuclear Information System (INIS)

    Moody, J.B.

    1983-04-01

    This bibliography contains 725 references to articles in journals, books, and reports published in the subject area of biomedical and environmental sciences during 1982. There are 553 references to articles published in journals and books and 172 references to reports. The citations appear once ordered by the first author's division or by the performing division. Staff members in the Biomedical and Environmental Sciences divisions have other publications not included in this bibliography; for example, theses, book reviews, abstracts published in journals or symposia proceedings, pending journal publications and reports such as monthly, bimonthly, and quarterly progress reports, contractor reports, and reports for internal distribution. This document is sorted by the division, and then alphabetically by author. The sorting by divisions separates the references by subject area in a simple way. The divisions are represented alphabetically. Indexes are provided by author, title, and journal reference. Reprints of articles referenced in this bibliography can be obtained from the author or the author's division

  16. Synergetic Use of Crowdsourcing for Environmental Science Research, Applications and Education

    Science.gov (United States)

    Nair, U. S.; Thau, D.

    2015-12-01

    Environmental science research and applications often utilize information that is not readily available or routinely collected by government agencies. Whereas, the quality and quantity of environmental monitoring data is continually improving (e. g., spectral and spatial resolution of satellite imagery) contextual information needed to effectively utilize the data is sparse. Examples of such contextual information include ground truth data for land cover classification, presence/absence of species, prevalence of mosquito breeding sites and characteristics of urban land cover. Often, there are no agencies tasked with routine collection of such contextual information, which could be effectively collected through crowdsourcing. Crowdsourcing of such information, that is useful for environmental science research and applications, also provide opportunities for experiential learning at all levels of education. Appropriately designed crowdsourcing activity can be transform students from passive recipients of information to generators of knowledge. Multiple examples of synergistic use of crowdsourcing, developed by the Public Environmental Education and Research Apps (PEERA) group, at the University of Alabama in Huntsville will be presented. One example is crowdsourcing of land use and land cover (LULC) data using Open Data Kit (ODK) and associated analysis of satellite imagery using Google Earth Engine (GEE). Implementation of this activity as inquiry based learning exercise, for both middle school and for pre-service teachers will be discussed. Another example will detail the synergy between crowdsourcing for biodiversity mapping in southern India and environmental education. Other crowdsourcing activities that offer potential for synergy between research and public education will also be discussed.

  17. Restructuring Post-School Science Teaching Programmes

    Indian Academy of Sciences (India)

    OFFICE USER

    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.

  18. Implementing Elementary School Next Generation Science Standards

    Science.gov (United States)

    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.

  19. Young Engineers and Sciences (YES) - Mentoring High School Students

    Science.gov (United States)

    Boice, Daniel C.; Asbell, E.; Reiff, P. H.

    2008-09-01

    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.

  20. Preparing perservice teachers to teach elementary school science

    Science.gov (United States)

    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.

  1. Environmental and Medical Sciences Division progress report January - December, 1980

    International Nuclear Information System (INIS)

    Hainge, W.M.

    1982-02-01

    A progress report on the work performed during 1980 by the Environmental and Medical Sciences Division at UKAEA Harwell is given. The programmes considered were atmospheric pollution; landfill research; monitoring of radioactive fallout and other radionuclides and trace elements in the environment; radioactive and non-radioactive aerosol metabolic studies; inhalation toxicology of radioactive aerosols and other hazardous materials; chemical analytical services; and radiation physics in dosimetry research, applied radiation spectrometry and data systems. (U.K.)

  2. 78 FR 59944 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2013-09-30

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Institute of Environmental Health Sciences, P.O. Box 12233, MD EC-30, Research Triangle Park, NC 27709, (919... [[Page 59945

  3. Topics in nuclear and radiochemistry for college curricula and high school science programs

    Energy Technology Data Exchange (ETDEWEB)

    1990-01-01

    The concern with the current status and trends of nuclear chemistry and radiochemistry education in academic institutions was addressed in a recent workshop. The 1988 workshop considered the important contributions that scientist with nuclear and radiochemistry backgrounds have made and are continuing to make to other sciences and to various applied fields. Among the areas discussed were environmental studies, life sciences, materials science, separation technology, hot atom chemistry, cosmochemistry, and the rapidly growing field of nuclear medicine. It is intent of the organizer and participants of this symposium entitled Topics in Nuclear and Radiochemistry for College Curricula and High School Science Program'' to provide lecture material on topics related to nuclear and radiochemistry to educators. It is our hope that teachers, who may or may not be familiar with the field, will find this collections of articles useful and incorporate some of them into their lectures.

  4. Topics in nuclear and radiochemistry for college curricula and high school science programs

    International Nuclear Information System (INIS)

    1990-01-01

    The concern with the current status and trends of nuclear chemistry and radiochemistry education in academic institutions was addressed in a recent workshop. The 1988 workshop considered the important contributions that scientist with nuclear and radiochemistry backgrounds have made and are continuing to make to other sciences and to various applied fields. Among the areas discussed were environmental studies, life sciences, materials science, separation technology, hot atom chemistry, cosmochemistry, and the rapidly growing field of nuclear medicine. It is intent of the organizer and participants of this symposium entitled ''Topics in Nuclear and Radiochemistry for College Curricula and High School Science Program'' to provide lecture material on topics related to nuclear and radiochemistry to educators. It is our hope that teachers, who may or may not be familiar with the field, will find this collections of articles useful and incorporate some of them into their lectures

  5. The effects of hands-on-science instruction on the science achievement of middle school students

    Science.gov (United States)

    Wiggins, Felita

    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

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

    Science.gov (United States)

    2015-03-31

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

  7. Interdisciplinary Environmental-health Science Throughout Disaster Lifecycles

    Science.gov (United States)

    Plumlee, G. S.; Morman, S. A.; Hoefen, T. M.

    2014-12-01

    Potential human health effects from exposures to hazardous disaster materials and environmental contamination are common concerns following disasters. Using several examples from US Geological Survey environmental disaster responses (e.g., 2001 World Trade Center, mine tailings spills, 2005 Hurricane Katrina, 2007-2013 wildfires, 2011 Gulf oil spill, 2012 Hurricane Sandy, 2013 Colorado floods) and disaster scenarios (2011 ARkStorm, 2013 SAFRR tsunami) this presentation will illustrate the role for collaborative earth, environmental, and health science throughout disaster lifecycles. Pre-disaster environmental baseline measurements are needed to help understand environmental influences on pre-disaster health baselines, and to constrain the magnitude of a disaster's impacts. During and following disasters, there is a need for interdisciplinary rapid-response and longer-term assessments that: sample and characterize the physical, chemical, and microbial makeup of complex materials generated by the disasters; fingerprint material sources; monitor, map, and model dispersal and evolution of disaster materials in the environment; help understand how the materials are modified by environmental processes; and, identify key characteristics and processes that influence the exposures and toxicity of disaster materials to humans and the living environment. This information helps emergency responders, public health experts, and cleanup managers: 1) identify short- and long-term exposures to disaster materials that may affect health; 2) prioritize areas for cleanup; and 3) develop appropriate disposal solutions or restoration uses for disaster materials. By integrating lessons learned from past disasters with geospatial information on vulnerable sources of natural or anthropogenic contaminants, the environmental health implications of looming disasters or disaster scenarios can be better anticipated, which helps enhance preparedness and resilience. Understanding economic costs of

  8. A questionnaire for teachers to improve training activity and students on environmental science in the frame of ENVRIPLUS project

    Science.gov (United States)

    D'Addezio, Giuliana; Marsili, Antonella; Beranzoli, Laura

    2017-04-01

    ENVRIplus is a Horizon 2020 project bringing together Environmental and Earth System Research Infrastructures, projects and networks together with technical specialist partners to create a more coherent, interdisciplinary and interoperable cluster of Environmental Research. One of the aims of this project is to disseminate knowledge on environmental topics, focusing attention on European secondary schools. We elaborated actions to design an e-Training Platform for multimedia education of secondary school level teachers and students. The purpose is to favor teacher training and consequently students training on selected scientific themes faced within the ENVRIPLUS Research Infrastructures. In particular we address major thematic research areas and challenges on Biodiversity and Ecosystem Services, Greenhouse effect and Earth Warming, Ocean acidifications and Environmental sustainability. To realize the training platform we start detailed study and analysis of teaching and multimedia information materials already available. We plan the realization of an appealing and usable portal/digital repository, to stimulate learning of STEM topics and which also includes opportunities to develop original content. To better project the actions and to catch teacher needs, we prepare a questionnaire that will be administered to a large sample of international school audience to collect input directly from the potential users. The first part focused on objective information about the formal, quantitative and qualitative position of science class in schools and the content and methods of teaching in different countries. The second part investigates subjective teacher experiences, views and proposals on what can improve training offer for environmental science lessons and courses.

  9. Influence of science and technology magnet middle schools on students' motivation and achievement in science

    Science.gov (United States)

    Allen, David

    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.

  10. The perceived roles and functions of school science subject advisors

    African Journals Online (AJOL)

    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,.

  11. Supporting and Thwarting Autonomy in the High School Science Classroom

    Science.gov (United States)

    Patall, Erika A.; Vasquez, Ariana C.; Steingut, Rebecca R.; Trimble, Scott S.; Pituch, Keenan A.

    2017-01-01

    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…

  12. An Investigation of Literacy Practices in High School Science Classrooms

    Science.gov (United States)

    Wexler, Jade; Mitchell, Marisa A.; Clancy, Erin E.; Silverman, Rebecca D.

    2017-01-01

    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…

  13. The Laboratory for School Science at the University of Oslo

    Science.gov (United States)

    Sjoberg, Svein

    1976-01-01

    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)

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

    Directory of Open Access Journals (Sweden)

    Ángel Vázquez Alonso

    2007-05-01

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

  15. Effect of project work on secondary school students science process ...

    African Journals Online (AJOL)

    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 ...

  16. Restart: The Resurgence of Computer Science in UK Schools

    Science.gov (United States)

    Brown, Neil C. C.; Sentance, Sue; Crick, Tom; Humphreys, Simon

    2014-01-01

    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…

  17. A Knowledge-Based Representation Scheme for Environmental Science Models

    Science.gov (United States)

    Keller, Richard M.; Dungan, Jennifer L.; Lum, Henry, Jr. (Technical Monitor)

    1994-01-01

    One of the primary methods available for studying environmental phenomena is the construction and analysis of computational models. We have been studying how artificial intelligence techniques can be applied to assist in the development and use of environmental science models within the context of NASA-sponsored activities. We have identified several high-utility areas as potential targets for research and development: model development; data visualization, analysis, and interpretation; model publishing and reuse, training and education; and framing, posing, and answering questions. Central to progress on any of the above areas is a representation for environmental models that contains a great deal more information than is present in a traditional software implementation. In particular, a traditional software implementation is devoid of any semantic information that connects the code with the environmental context that forms the background for the modeling activity. Before we can build AI systems to assist in model development and usage, we must develop a representation for environmental models that adequately describes a model's semantics and explicitly represents the relationship between the code and the modeling task at hand. We have developed one such representation in conjunction with our work on the SIGMA (Scientists' Intelligent Graphical Modeling Assistant) environment. The key feature of the representation is that it provides a semantic grounding for the symbols in a set of modeling equations by linking those symbols to an explicit representation of the underlying environmental scenario.

  18. An Assessment of Factors Relating to High School Students' Science Self-Efficacy

    Science.gov (United States)

    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 school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more

  19. Emotions and elementary school science teaching: Postmodernism in practice

    Science.gov (United States)

    Zembylas, Michalinos

    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?

  20. 78 FR 18997 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2013-03-28

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act... personnel issues. Place: Nat. Inst. of Environmental Health Sciences, Building 101, Rodbell Auditorium, 111.... Agenda: Poster Sessions. Place: Nat. Inst. of Environmental Health Sciences, Building 101, Rodbell...

  1. 78 FR 18359 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2013-03-26

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Training, Nat. Institute of Environmental Health Sciences, P.O. Box 12233, MD EC-30, Research Triangle Park... Environmental Health Sciences Special Emphasis Panel; Research Careers in Emerging Technologies. Date: April 30...

  2. 77 FR 60445 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2012-10-03

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Research and Training, National Institute of Environmental Health Science, P.O. Box 12233, MD EC-30/Room... Environmental Health Sciences Special Emphasis Panel; Support for Conferences and Scientific Meetings. Date...

  3. 78 FR 25754 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2013-05-02

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... of Extramural Research and Training, Nat. Institute of Environmental Health Science, P.O. Box 12233... Health Sciences; 93.113, Biological Response to Environmental Health Hazards; 93.114, Applied...

  4. 77 FR 22793 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2012-04-17

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory.... Institute of Environmental Health Sciences, P.O. Box 12233, MD EC-30, Research Triangle Park, NC 27709, (919....D., Scientific Review Administrator, Nat. Institute of Environmental Health Sciences, Office of...

  5. 76 FR 79201 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2011-12-21

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act...: Nat. Inst. of Environmental Health Sciences, Building 101, Rodbell Auditorium, 111 T. W. Alexander...., Director, Division of Extramural Research and Training, Nat. Inst. of Environmental Health Sciences...

  6. 76 FR 52672 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2011-08-23

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory.... of Environmental Health Sciences, Keystone Building, 530 Davis Drive, Research Triangle Park, NC..., Division of Extramural Research and Training, Nat. Institute of Environmental Health Sciences, P.O. Box...

  7. 76 FR 50235 - National Institute of Environmental Health Sciences; Notice of Meetings

    Science.gov (United States)

    2011-08-12

    ... Environmental Health Sciences; Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee... (DERT), Nat. Inst. of Environmental Health Sciences, National Institutes of Health, 615 Davis Dr... of Extramural Research and Training (DERT), Nat. Inst. of Environmental Health Sciences, National...

  8. 78 FR 39739 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2013-07-02

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... clearly unwarranted invasion of personal privacy. Name of Committee: Environmental Health Sciences Review... Research and Training, National Institute of Environmental Health Sciences, P.O. Box 12233, MD EC-30...

  9. 77 FR 26300 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2012-05-03

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act... Structural Biology. Place: Nat. Inst. of Environmental Health Sciences, Building 101, Rodbell Auditorium, 111... Environmental Health Sciences, Building 101, Rodbell Auditorium, 111 T. W. Alexander Drive, Research Triangle...

  10. 77 FR 12602 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2012-03-01

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Environmental Health Sciences, Office of Program Operations, Scientific Review Branch, P.O. Box 12233, Research... Environmental Health Sciences Special Emphasis Panel; Career Development Early Award. Date: March 29, 2012. Time...

  11. 76 FR 46823 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2011-08-03

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act... Environmental Health Sciences Council. The meeting will be open to the public as indicated below, with...: Discussion of program policies and issues. Place: Nat. Inst. of Environmental Health Sciences, Building 101...

  12. 77 FR 6569 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2012-02-08

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Health Sciences, Special Emphasis Panel, Environmental Stem Cells Research. Date: February 29-March 2... of Environmental Health Sciences, P.O. Box 12233, MD EC-30, Research Triangle Park, NC 27709, (919...

  13. 76 FR 7574 - National Institute of Environmental Health Sciences; Notice of Meetings

    Science.gov (United States)

    2011-02-10

    ... Environmental Health Sciences; Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee... Cancer and Environmental Research Coordinating Committee State of the Science Subcommittee. These... Environmental Research Coordinating Committee (IBCERC) State of the Science Subcommittee. Date: March 29, 2011...

  14. 76 FR 62080 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2011-10-06

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... clearly unwarranted invasion of personal privacy. Name of Committee: Environmental Health Sciences Review... Extramural Research and Training, Nat'l Institute of Environmental Health Sciences, P.O. Box 12233, MD EC-30...

  15. 78 FR 14312 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2013-03-05

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel; Understanding Environmental Control of Epigenetic/Mechanisms... Extramural Research and Training, Nat. Institute of Environmental Health Sciences, P.O. Box 12233, MD EC-30...

  16. 77 FR 33472 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2012-06-06

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel International Collaborations in Environmental Health. Date: June....D., Scientific Review Administrator, Nat. Institute of Environmental Health Sciences, Office of...

  17. 76 FR 7225 - National Institute of Environmental Health Sciences; Notice of Meetings

    Science.gov (United States)

    2011-02-09

    ... Environmental Health Sciences; Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee..., National Institute of Environmental Health Sciences, 615 Davis Dr., KEY615/3112, Research Triangle Park, NC..., National Institute of Environmental Health Sciences, 615 Davis Dr., KEY615/3112, Research Triangle Park, NC...

  18. 78 FR 32672 - National Institute of Environmental Health Sciences (NIEHS); Notice of Meeting

    Science.gov (United States)

    2013-05-31

    ... Environmental Health Sciences (NIEHS); Notice of Meeting Pursuant to the NIH Reform Act of 2006 (42 U.S.C. 281 (d)(4)), notice is hereby given that the National Institute of Environmental Health Sciences (NIEHS... Popovich, National Institute of Environmental Health Sciences, Division of Extramural Research and Training...

  19. 76 FR 71046 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2011-11-16

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act... Environmental Health Sciences, National Institutes of Health, 615 Davis Dr., KEY615/3112, Research Triangle Park... and Education; 93.894, Resources and Manpower Development in the Environmental Health Sciences; 93.113...

  20. 77 FR 3480 - National Institute of Environmental Health Sciences Notice of Meeting

    Science.gov (United States)

    2012-01-24

    ... Environmental Health Sciences Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act... Environmental Health Sciences Council. The meeting will be open to the public as indicated below, with...: Discussion of program policies and issues. Place: Nat. Inst. of Environmental Health Sciences, Building 101...

  1. 76 FR 7572 - National Institute of Environmental Health Sciences; Notice of Meetings

    Science.gov (United States)

    2011-02-10

    ... Environmental Health Sciences; Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee..., Director, Division of Extramural Research and Training, National Institute of Environmental Health Sciences... of Environmental Health Sciences, 615 Davis Dr., KEY615/3112, Research Triangle Park, NC 27709, (919...

  2. 76 FR 50234 - National Institute of Environmental Health Sciences Notice of Meetings

    Science.gov (United States)

    2011-08-12

    ... Environmental Health Sciences Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee Act... of Extramural Research and Training (DERT), Nat. Inst. of Environmental Health Sciences, National..., Division of Extramural Research and Training (DERT), Nat. Inst. of Environmental Health Sciences, National...

  3. 76 FR 58521 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2011-09-21

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... and Training, Nat. Institute of Environmental Health Science, P. O. Box 12233, MD EC-30/Room 3170 B... Extramural Research and Training, Nat. Institute of Environmental Health Sciences, P. O. Box 12233, MD EC-30...

  4. 75 FR 61765 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2010-10-06

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Environmental Health Sciences Special Emphasis Panel, Superfund Research and Training Program. Date: October 26...-Tilotta, PhD, Scientific Review Officer, Nat. Institute of Environmental Health Sciences, Office of...

  5. 76 FR 77239 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2011-12-12

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act.../boards/ibcercc/ . Place: National Institute of Environmental Health Sciences, Building 101, Rodbell... and Education; 93.894, Resources and Manpower Development in the Environmental Health Sciences; 93.113...

  6. 75 FR 41505 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2010-07-16

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... clearly unwarranted invasion of personal privacy. Name of Committee: Environmental Health Sciences Review... applications. Place: Nat. Inst. of Environmental Health Sciences, Building 101, Rodbell Auditorium, 111 T. W...

  7. 77 FR 30019 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2012-05-21

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... of Extramural Research and Training, Nat. Institute of Environmental Health Science, P.O. Box 12233... Health Sciences; 93.113, Biological Response to Environmental Health Hazards; 93.114, Applied...

  8. 77 FR 16844 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2012-03-22

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory.... Institute Environmental Health Sciences, P.O. Box 12233, MD EC-30, Research Triangle Park, NC 27709, (919) 541-1307, [email protected] . Name of Committee: National Institute of Environmental Health Sciences...

  9. 78 FR 14562 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2013-03-06

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel; Studies on Environmental Health Concerns from Superstorm Sandy... Administrator, National Institute of Environmental Health Sciences, Office of Program Operations, Scientific...

  10. 76 FR 5184 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2011-01-28

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel; Outstanding New Environmental Scientist Award. Date: February 24... Environmental Health Sciences, Building 101, Rodbell Auditorium, 111 T. W. Alexander Drive, Research Triangle...

  11. 76 FR 80954 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2011-12-27

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act.../boards/ibcercc/ . Place: Nat. Inst. of Environmental Health Sciences, Building 101, Rodbell Auditorium... Environmental Health Sciences, National Institutes of Health, 615 Davis Dr., KEY615/3112, Research Triangle Park...

  12. 77 FR 61613 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2012-10-10

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Environmental Health Sciences, P. O. Box 12233, MD EC-30, Research Triangle Park, NC 27709, (919) 541-1307, [email protected] . Name of Committee: National Institute of Environmental Health Sciences Special Emphasis...

  13. 76 FR 63311 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2011-10-12

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Environmental Health Sciences, Office of Program Operations, Scientific Review Branch, P.O. Box 12233, Research... Environmental Health Sciences Special Emphasis Panel, Development to Independence Review Meeting. Date: November...

  14. 77 FR 61771 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2012-10-11

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... clearly unwarranted invasion of personal privacy. Name of Committee: Environmental Health Sciences Review... applications. Place: National Institute of Environmental Health Sciences, Building 101, Rodbell Auditorium, 111...

  15. 75 FR 68367 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2010-11-05

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Research and Training, Nat. Institute of Environmental Health Science, P.O. Box 12233, MD EC-30/Room 3170 B... Sciences; 93.113, Biological Response to Environmental Health Hazards; 93.114, Applied Toxicological...

  16. 78 FR 26643 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2013-05-07

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act... Epidemiology Group and Biomarker-Based Epidemiology Group. Place: Nat. Inst. of Environmental Health Sciences.... Place: Nat. Inst. of Environmental Health Sciences, Building 101, Rodbell Auditorium, 111 T. W...

  17. 76 FR 26311 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2011-05-06

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory.... Institute of Environmental Health Sciences, P.O. Box 12233, MD EC-30/Room 3171, Research Triangle Park, NC... and Education; 93.894, Resources and Manpower Development in the Environmental Health Sciences; 93.113...

  18. 77 FR 37423 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2012-06-21

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory..., [email protected] . Name of Committee: National Institute of Environmental Health Sciences Special... Research and Training, Nat. Institute of Environmental Health Science, P.O. Box 12233, MD EC-30/Room 3170 B...

  19. 75 FR 10293 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2010-03-05

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory.... Institute Environmental Health Sciences, P. O. Box 12233, MD EC-30, Research Triangle Park, NC 27709, (919... Health Sciences; 93.113, Biological Response to Environmental Health Hazards; 93.114, Applied...

  20. 76 FR 11500 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

    Science.gov (United States)

    2011-03-02

    ... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Administrator, Nat. Institute of Environmental Health Sciences, Office of Program Operations, Scientific Review... . Name of Committee: National Institute of Environmental Health Sciences Special Emphasis Panel; Novel...

  1. 75 FR 3474 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2010-01-21

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act... Environmental Health Sciences Council. The meeting will be open to the public as indicated below, with... of Committee: National Advisory Environmental Health Sciences Council. Date: February 18-19, 2010...

  2. 75 FR 49500 - National Institute of Environmental Health Sciences; Notice of Meeting

    Science.gov (United States)

    2010-08-13

    ... Environmental Health Sciences; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act... Environmental Health Sciences Council. The meeting will be open to the public as indicated below, with... Committee: National Advisory Environmental Health Sciences Council. Date: September 1-2, 2010. Open...

  3. The effect of science-technology-society issue instruction on the attitudes of female middle school students toward science

    Science.gov (United States)

    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

  4. Science as Interests but Not for Career: Understanding High School Students' Engagement in Science in Abu Dhabi

    Science.gov (United States)

    Yang, Guang; Badri, Masood; Al-Mazroui, Karima; Al-Rashedi, Asma; Nai, Peng

    2017-01-01

    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…

  5. Learning Science and English: How School Reform Advances Scientific Learning for Limited English Proficient Middle School Students

    OpenAIRE

    Minicucci, Catherine

    1996-01-01

    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...

  6. Droning on about the Weather: Meteorological Science on a School-Friendly Scale

    Science.gov (United States)

    Murphy, Phil; O'Neill, Ashley; Brown, Abby

    2016-01-01

    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.

  7. Crossing borders: High school science teachers learning to teach the specialized language of science

    Science.gov (United States)

    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

  8. A Reconstructed Vision of Environmental Science Literacy: The Case of Qatar

    Science.gov (United States)

    Khishfe, Rola

    2014-01-01

    The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and…

  9. Environmental Sciences Laboratory dedication, February 26-27, 1979

    International Nuclear Information System (INIS)

    Auerbach, S.I.; Millemann, N.T.

    1980-09-01

    The dedication of the new Environmental Sciences Laboratory coincided with the 25th year of the establishment of the science of ecology at Oak Ridge National Laboratory. That quarter century witnessed the evolution of ecology from an obscure, backwater discipline of biology to a broadly used, everyday household word. The transition reflected broad and basic changes in our social and cultural view of the world. This was brought about as a result of the awareness developed in our society of the importance of the environment, coupled with efforts of ecologists and other environmental scientists who identified, clarified, and formulated the issues and challenges of environmental protection for both the lay public and the scientific community. In many respects, the activities in ecology at ORNL were a microcosm of the broader social scene; the particular problems of the environment associated with atomic energy needed to be defined in scientific terms and articulated in both the specific and general sense for a larger audience which was unfamiliar with the field and somewhat alien to its concepts and philosophy. The success of this effort is reflected in the existence of the new Environmental Sciences Laboratory. This dedication volume brings together the thoughts and reflections of many of these scientists whose efforts contributed in a unique and individualistic fashion not only to ORNL but also to the national identification of ecology and its importance to the achievement of our national goals. Their remarks and presentations are not only a pleasant and personally gratifying recapitulation of the past and of ORNL's contributions to ecology but also portend some of the challenges to ecology in the future

  10. Environmental Sciences Laboratory dedication, February 26-27, 1979

    Energy Technology Data Exchange (ETDEWEB)

    Auerbach, S.I.; Millemann, N.T. (eds.)

    1980-09-01

    The dedication of the new Environmental Sciences Laboratory coincided with the 25th year of the establishment of the science of ecology at Oak Ridge National Laboratory. That quarter century witnessed the evolution of ecology from an obscure, backwater discipline of biology to a broadly used, everyday household word. The transition reflected broad and basic changes in our social and cultural view of the world. This was brought about as a result of the awareness developed in our society of the importance of the environment, coupled with efforts of ecologists and other environmental scientists who identified, clarified, and formulated the issues and challenges of environmental protection for both the lay public and the scientific community. In many respects, the activities in ecology at ORNL were a microcosm of the broader social scene; the particular problems of the environment associated with atomic energy needed to be defined in scientific terms and articulated in both the specific and general sense for a larger audience which was unfamiliar with the field and somewhat alien to its concepts and philosophy. The success of this effort is reflected in the existence of the new Environmental Sciences Laboratory. This dedication volume brings together the thoughts and reflections of many of these scientists whose efforts contributed in a unique and individualistic fashion not only to ORNL but also to the national identification of ecology and its importance to the achievement of our national goals. Their remarks and presentations are not only a pleasant and personally gratifying recapitulation of the past and of ORNL's contributions to ecology but also portend some of the challenges to ecology in the future.

  11. Case study of science teaching in an elementary school: Characteristics of an exemplary science teacher

    Science.gov (United States)

    Kao, Huey-Lien

    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

  12. Metacognitive instruction in middle school science

    Science.gov (United States)

    Bonney, Dianna

    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.

  13. Reference Data Layers for Earth and Environmental Science: History, Frameworks, Science Needs, Approaches, and New Technologies

    Science.gov (United States)

    Lenhardt, W. C.

    2015-12-01

    Global Mapping Project, Web-enabled Landsat Data (WELD), International Satellite Land Surface Climatology Project (ISLSCP), hydrology, solid earth dynamics, sedimentary geology, climate modeling, integrated assessments and so on all have needs for or have worked to develop consistently integrated data layers for Earth and environmental science. This paper will present an overview of an abstract notion of data layers of this types, what we are referring to as reference data layers for Earth and environmental science, highlight some historical examples, and delve into new approaches. The concept of reference data layers in this context combines data availability, cyberinfrastructure and data science, as well as domain science drivers. We argue that current advances in cyberinfrastructure such as iPython notebooks and integrated science processing environments such as iPlant's Discovery Environment coupled with vast arrays of new data sources warrant another look at the how to create, maintain, and provide reference data layers. The goal is to provide a context for understanding science needs for reference data layers to conduct their research. In addition, to the topics described above this presentation will also outline some of the challenges to and present some ideas for new approaches to addressing these needs. Promoting the idea of reference data layers is relevant to a number of existing related activities such as EarthCube, RDA, ESIP, the nascent NSF Regional Big Data Innovation Hubs and others.

  14. Breathless: Schools, Air Toxics, and Environmental Justice in California

    OpenAIRE

    2005-01-01

    Recent legislation on both federal and state levels has placed the intersection between children’s health and environmental justice on the forefront of public policy debate. This study looks at the intersection of air quality, children’s health, and school performance in the context of environmental equity in California. Information from the U.S. EPA’s National Air Toxics Assessment (NATA) is used to calculate a respiratory hazard ratio for each of California’s census tracts. These ratios ar...

  15. Science and Mathematics Teacher Candidates' Environmental Knowledge, Awareness, Behavior and Attitudes

    Science.gov (United States)

    Yumusak, Ahmet; Sargin, Seyid Ahmet; Baltaci, Furkan; Kelani, Raphael R.

    2016-01-01

    The purpose of this study was to measure science and mathematics teacher candidates' environmental knowledge level, awareness, behavior and environmental attitudes. Four instruments comprising Environmental Sensitivity Scale, environmental Behavior Scale, Environmental Attitudes Scale and Environmental Knowledge Test were administered to a total…

  16. 77 FR 4572 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Science.gov (United States)

    2012-01-30

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Development in the Environmental Health Sciences; 93.113, Biological Response to Environmental Health Hazards... clearly unwarranted invasion of personal privacy. Name of Committee: National Institute of Environmental...

  17. 76 FR 59147 - National Institute of Environmental Health Sciences Notice of Meetings

    Science.gov (United States)

    2011-09-23

    ... Environmental Health Sciences Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee Act... Development in the Environmental Health Sciences; 93.113, Biological Response to Environmental Health Hazards... Environmental Research Coordinating Committee. The meetings will be open to the public, with attendance limited...

  18. Science Lab Restructuring of a Public School Elementary and High School

    Directory of Open Access Journals (Sweden)

    Elisiane da Costa Moro

    2016-02-01

    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.

  19. GeoBus: bringing experiential Earth science learning to secondary schools in the UK

    Science.gov (United States)

    Pike, C. J.; Robinson, R. A. J.; Roper, K. A.

    2014-12-01

    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 sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). 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 no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Over 30,000 pupils will have been involved in experiential Earth science learning activities by December 2014, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning in Scotland and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. Three potentially unsurprising observations hold true for all the schools that GeoBus visits: young learners like to experiment and use unfamiliar equipment to make measurements, the element of competition stimulates learners to ask questions and maintain focus and enthusiasum

  20. Locus of Control, Interest in Schooling and Science Achievement of Some Deaf and Typical Secondary School Students in Nigeria

    Science.gov (United States)

    Olatoye, R. Ademola; Aanu, E. Mosunmola

    2010-01-01

    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…

  1. An exploration of middle school science teachers' understandings and teaching practice of science as inquiry

    Science.gov (United States)

    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

  2. Role of social science in global environmental change: case of urbanisation

    CSIR Research Space (South Africa)

    Njiro, E

    2006-02-01

    Full Text Available the role of social scientists in global environmental change by examining urbanisation and other environmental changes as suggested in the science plan of the International Human Dimensions Programme on Global Environmental Change (IHDP 2005)...

  3. Linking Science and Society With an Environmental Information Bridge

    Science.gov (United States)

    Welling, L.; Seielstad, G.; Jones, D.; Peterson, J.

    2001-12-01

    Building learning communities to engage the public in identifying and solving local and regional environmental problems is the vision of the newly created Northern Great Plains Center for People and the Environment at the University of North Dakota. The Center serves as an Environmental Information Bridge between science and society for citizens of the region, providing information, data, and value-added remote sensing products to precision agriculture, sustainable forestry, Native American land managers, and K-lifetime educators. Guided by the needs of end users, the new Center is a prototype for a national infrastructure that meets ESE's objective to "expand and accelerate the realization of economic and societal benefits from Earth science, information, and technology". The scientific community has been good at converting raw data into useful information. However, a serious communications gap exists between the communities of scientists and non-scientists. The new Center bridges this gap, creating a many-to-many exchange of information among those who learn first about the environment and those who will put those lessons to work for their economic welfare, the betterment of the quality of their lives, and the benefit of their descendants. A major outreach component of the Center, written and produced at UND, is Our Changing Planet, a public television series aimed at increasing viewers' awareness of environmental and climate change issues. Now carried by approximately 30 public television stations the series is distributed nationwide by the National Education Television Association. The Center has also recently established a partnership with StormCenter.com, LLC, a multimedia company and fellow partner in NASA's Federation of Earth Science Information Partners that uses leading-edge technology to deliver information about the environment to regional television stations. Service to the media provides a vital link between science and the public, as local weather

  4. Content analysis of science material in junior school-based inquiry and science process skills

    Science.gov (United States)

    Patonah, S.; Nuvitalia, D.; Saptaningrum, E.

    2018-03-01

    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.

  5. Teaching Science in the Primary School: Surveying Teacher Wellbeing and Planning for Survival

    Science.gov (United States)

    Morgan, Anne-Marie

    2012-01-01

    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…

  6. The Key Factors Affecting Students' Individual Interest in School Science Lessons

    Science.gov (United States)

    Cheung, Derek

    2018-01-01

    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…

  7. Elementary girls' science reading at home and school

    Science.gov (United States)

    Ford, Danielle J.; Brickhouse, Nancy W.; Lottero-Perdue, Pamela; Kittleson, Julie

    2006-03-01

    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.

  8. Building a Collaboratory in Environmental and Molecular Science

    Energy Technology Data Exchange (ETDEWEB)

    Kouzes, R.T.; Myers, J.D.; Devaney, D.M.; Dunning, T.H.; Wise, J.A.

    1994-03-01

    A Collaboratory is a meta-laboratory that spans multiple geographical areas with collaborators interacting via electronic means. Collaboratories are designed to enable close ties between scientists in a given research area, promote collaborations involving scientists in diverse areas, accelerate the development and dissemination of basic knowledge, and minimize the time-lag between discovery and application. PNL is developing the concept of an Environmental and Molecular Sciences Collaboratory (EMSC) as a natural evolution of the EMSL project. The goal of the EMSC is to increase the efficiency of research and reduce the time required to implement new environmental remediation and preservation technologies. The EMSC will leverage the resources (intellectual and physical) of the EMSL by making them more accessible to remote collaborators as well as by making the resources of remote sites available to local researchers. It will provide a common set of computer hardware and software tools to support remote collaboration, a key step in establishing a collaborative culture for scientists in the theoretical, computational, and experimental molecular sciences across the nation. In short, the EMSC will establish and support an `electronic community of scientists researching and developing innovative environmental preservation and restoration technologies.

  9. Research Experience for Undergraduates Program in Multidisciplinary Environmental Science

    Science.gov (United States)

    Wu, M. S.

    2012-12-01

    During summers 2011 and 12 Montclair State University hosted a Research Experience for Undergraduates Program (REU) in transdisciplinary, hands-on, field-oriented research in environmental sciences. Participants were housed at the Montclair State University's field station situated in the middle of 30,000 acres of mature forest, mountain ridges and freshwater streams and lakes within the Kittatinny Mountains of Northwest New Jersey, Program emphases were placed on development of project planning skills, analytical skills, creativity, critical thinking and scientific report preparation. Ten students were recruited in spring with special focus on recruiting students from underrepresented groups and community colleges. Students were matched with their individual research interests including hydrology, erosion and sedimentation, environmental chemistry, and ecology. In addition to research activities, lectures, educational and recreational field trips, and discussion on environmental ethics and social justice played an important part of the program. The ultimate goal of the program is to facilitate participants' professional growth and to stimulate the participants' interests in pursuing Earth Science as the future career of the participants.

  10. Building a Collaboratory in Environmental and Molecular Science

    International Nuclear Information System (INIS)

    Kouzes, R.T.; Myers, J.D.; Devaney, D.M.; Dunning, T.H.; Wise, J.A.

    1994-03-01

    A Collaboratory is a meta-laboratory that spans multiple geographical areas with collaborators interacting via electronic means. Collaboratories are designed to enable close ties between scientists in a given research area, promote collaborations involving scientists in diverse areas, accelerate the development and dissemination of basic knowledge, and minimize the time-lag between discovery and application. PNL is developing the concept of an Environmental and Molecular Sciences Collaboratory (EMSC) as a natural evolution of the EMSL project. The goal of the EMSC is to increase the efficiency of research and reduce the time required to implement new environmental remediation and preservation technologies. The EMSC will leverage the resources (intellectual and physical) of the EMSL by making them more accessible to remote collaborators as well as by making the resources of remote sites available to local researchers. It will provide a common set of computer hardware and software tools to support remote collaboration, a key step in establishing a collaborative culture for scientists in the theoretical, computational, and experimental molecular sciences across the nation. In short, the EMSC will establish and support an 'electronic community of scientists researching and developing innovative environmental preservation and restoration technologies

  11. Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project

    Energy Technology Data Exchange (ETDEWEB)

    AISES, None

    2013-09-25

    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

  12. Climate Change and Schools: Environmental Hazards and Resiliency.

    Science.gov (United States)

    Sheffield, Perry E; Uijttewaal, Simone A M; Stewart, James; Galvez, Maida P

    2017-11-16

    The changing climate is creating additional challenges in maintaining a healthy school environment in the United States (U.S.) where over 50 million people, mostly children, spend approximately a third of their waking hours. Chronic low prioritization of funds and resources to support environmental health in schools and lack of clear regulatory oversight in the U.S. undergird the new risks from climate change. We illustrate the extent of risk and the variation in vulnerability by geographic region, in the context of sparse systematically collected and comparable data particularly about school infrastructure. Additionally, we frame different resilience building initiatives, focusing on interventions that target root causes, or social determinants of health. Disaster response and recovery are also framed as resilience building efforts. Examples from U.S. Federal Region 2 (New Jersey, New York, Puerto Rico, and the U.S. Virgin Islands) and nationally are used to illustrate these concepts. We conclude that better surveillance, more research, and increased federal and state oversight of environmental factors in schools (specific to climate risks) is necessary, as exposures result in short- and long term negative health effects and climate change risks will increase over time.

  13. Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms

    Science.gov (United States)

    Anthony, Robert J.; Tippett, Christine D.; Yore, Larry D.

    2010-01-01

    Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering research and development approach has been utilized to identify problems and concerns and to design instructional solutions for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction

  14. Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

    Science.gov (United States)

    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

  15. Environmentally induced nonstationarity in LIGO science run data

    International Nuclear Information System (INIS)

    Stone, Robert; Mukherjee, Soma

    2009-01-01

    NoiseFloorMon is a data monitoring tool (DMT) implemented at the LIGO sites to monitor instances of non-stationarity in the gravitational-wave data that are correlated with physical environmental monitors. An analysis of the fifth science run is nearly complete, and test runs preceding the sixth science run have also been analyzed. These analyses have identified time intervals in the gravitational-wave channel that indicate non-stationarity due to seismic activity, and these intervals are referred to as data quality flags. In the analyses conducted to date the majority of time segments identified as non-stationary were due to seismic activity at the corner station and the x-arm end station. We present the algorithm and its performance, and discuss the potential for an on-site pipeline that automatically generates data quality flags for use in future data runs.

  16. Interdisciplinary research center devoted to molecular environmental science opens

    Science.gov (United States)

    Vaughan, David J.

    In October, a new research center opened at the University of Manchester in the United Kingdom. The center is the product of over a decade of ground-breaking interdisciplinary research in the Earth and related biological and chemical sciences at the university The center also responds to the British governments policy of investing in research infrastructure at key universities.The Williamson Research Centre, the first of its kind in Britain and among the first worldwide, is devoted to the emerging field of molecular environmental science. This field also aims to bring about a revolution in understanding of our environment. Though it may be a less violent revolution than some, perhaps, its potential is high for developments that could affect us all.

  17. A Mentoring Program in Environmental Science for Underrepresented Groups

    Science.gov (United States)

    Stevens, L.; Rizzo, D. M.

    2009-12-01

    We developed a four-year program, combining educational and career support and research activities, to recruit and retain students from underrepresented groups in environmental sciences. Specifically, the program: ○ Assigns each student a faculty or graduate student mentor with whom the student conducts research activities. ○ Includes a weekly group meeting for team building and to review professional development and academic topics, such as time management and research ethics. ○ Requires students to make multiple formal presentations of their research proposals and results. ○ Provides scholarships and stipends for both the academic year and to engage students in summer research. The program seeks to achieve several goals including: ● Enhance academic performance. ● Encourage continued study in environmental science. ● Facilitate students completing their studies at UVM. ● Increase students’ interest in pursuing science careers. ● Create a more welcoming academic environment. To assess progress toward achievement of these goals, we conducted individual structured interviews with participating undergraduate students, graduate students, and faculty members at two points in time. First, interviews were conducted in the fall of 2007 after two years, and again in spring 2009, after four years. An independent research consultant, Dr. Livingston, conducted the interviews. In 2009, over the course of three days, the interviews included three graduate student and two faculty mentors, and six of the seven undergraduate students. Of the six students, three were juniors and three were graduating seniors. Results of the 2009 interviews echoed those of 2007. Both students and their mentors are quite satisfied with the program. The student presentations, weekly meetings, mentoring relationships, and summer research experiences all get high ratings from program participants. Students give high praise to their mentors and the program directors for providing

  18. Scientific data management in the environmental molecular sciences laboratory

    Energy Technology Data Exchange (ETDEWEB)

    Bernard, P.R.; Keller, T.L.

    1995-09-01

    The Environmental Molecular Sciences Laboratory (EMSL) is currently under construction at Pacific Northwest Laboratory (PNL) for the U.S. Department of Energy (DOE). This laboratory will be used for molecular and environmental sciences research to identify comprehensive solutions to DOE`s environmental problems. Major facilities within the EMSL include the Molecular Sciences Computing Facility (MSCF), a laser-surface dynamics laboratory, a high-field nuclear magnetic resonance (NMR) laboratory, and a mass spectrometry laboratory. The EMSL is scheduled to open early in 1997 and will house about 260 resident and visiting scientists. It is anticipated that at least six (6) terabytes of data will be archived in the first year of operation. An object-oriented database management system (OODBMS) and a mass storage system will be integrated to provide an intelligent, automated mechanism to manage data. The resulting system, called the DataBase Computer System (DBCS), will provide total scientific data management capabilities to EMSL users. A prototype mass storage system based on the National Storage Laboratory`s (NSL) UniTree has been procured and is in limited use. This system consists of two independent hierarchies of storage devices. One hierarchy of lower capacity, slower speed devices provides support for smaller files transferred over the Fiber Distributed Data Interface (FDDI) network. Also part of the system is a second hierarchy of higher capacity, higher speed devices that will be used to support high performance clients (e.g., a large scale parallel processor). The ObjectStore OODBMS will be used to manage metadata for archived datasets, maintain relationships between archived datasets, and -hold small, duplicate subsets of archived datasets (i.e., derivative data). The interim system is called DBCS, Phase 0 (DBCS-0). The production system for the EMSL, DBCS Phase 1 (DBCS-1), will be procured and installed in the summer of 1996.

  19. How Technicians Can Lead Science Improvements in Any School: A Small-Scale Study in England

    Science.gov (United States)

    Jones, Beth; Quinnell, Simon

    2015-01-01

    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…

  20. SUstaiNability: a science communication website on environmental research

    Science.gov (United States)

    Gravina, Teresita; Rutigliano, Flora Angela

    2015-04-01

    Environmental news mainly reach not specialist people by mass media, which generally focuses on fascinating or catastrophic events without reporting scientific data. Otherwise, scientific data on environment are published in peer-reviewed journals with specific language, so they could be not understandable to common people. In the last decade, Internet spread made easier to divulge environmental information. This allows everyone (scientist or not) to publish information without revision. In fact, World Wide Web includes many scientific sites with different levels of confidence. Within Italian scientific websites, there are those of University and Research Centre, but they mainly contain didactic and bureaucratic information, generally lacking in research news, or reporting them in peer-reviewed format. University and Research Centre should have an important role to divulge certified information, but news should be adapted to a general audience without scientific skills, in order to help population to gain knowledge on environmental issues and to develop responsible behavior. Therefore, an attractive website (www.sunability.unina2.it) has been created in order to divulge research products of Environmental, Biological and Pharmaceutical Sciences and Technologies Department (DiSTABiF) of Second University of Naples-SUN (Campania, Southern Italy). This website contains divulgation articles derived from peer-reviewed publications of DiSTABiF researchers and concerning studies on environmental, nutrition, and health issues, closely related topics. Environmental studies mainly referred to Caserta district (Southern Italy), where DiSTABiF is located. Divulgation articles have been shared by main social networks (Facebook: sunability, Twitter: @SUNability) and accesses have been monitored for 28 days in order to obtain demographic and geographic information about users and visualization number of both DiSTABiF website and social network pages. Demographic and geographic