Science Motivation of University Students: Achievement Goals as a Predictor

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Arslan, Serhat; Akcaalan, Mehmet; Yurdakul, Cengiz

2017-01-01

The objective of this investigation is to make a study of the relationship between achievement goals and science motivation. Research data were collected from 295 university students. Achievement goals and science motivation scales were utilized as measure tools. The link between achievement goals orientation and science motivation was…

Using hierarchical linear growth models to evaluate protective mechanisms that mediate science achievement

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von Secker, Clare Elaine

The study of students at risk is a major topic of science education policy and discussion. Much research has focused on describing conditions and problems associated with the statistical risk of low science achievement among individuals who are members of groups characterized by problems such as poverty and social disadvantage. But outcomes attributed to these factors do not explain the nature and extent of mechanisms that account for differences in performance among individuals at risk. There is ample theoretical and empirical evidence that demographic differences should be conceptualized as social contexts, or collections of variables, that alter the psychological significance and social demands of life events, and affect subsequent relationships between risk and resilience. The hierarchical linear growth models used in this dissertation provide greater specification of the role of social context and the protective effects of attitude, expectations, parenting practices, peer influences, and learning opportunities on science achievement. While the individual influences of these protective factors on science achievement were small, their cumulative effect was substantial. Meta-analysis conducted on the effects associated with psychological and environmental processes that mediate risk mechanisms in sixteen social contexts revealed twenty-two significant differences between groups of students. Positive attitudes, high expectations, and more intense science course-taking had positive effects on achievement of all students, although these factors were not equally protective in all social contexts. In general, effects associated with authoritative parenting and peer influences were negative, regardless of social context. An evaluation comparing the performance and stability of hierarchical linear growth models with traditional repeated measures models is included as well.

Parent involvement and science achievement: A latent growth curve analysis

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Johnson, Ursula Yvette

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study - Kindergarten Class of 1998--1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day kindergarten class in 1998--1999. The present study's sample (N = 8,070) was based on students that had a sampling weight available from the public-use data file. Students were assessed in science achievement at third, fifth, and eighth grades and parents of the students were surveyed at the same time points. Analyses using latent growth curve modeling with time invariant and varying covariates in an SEM framework revealed a positive relationship between science achievement and parent involvement at eighth grade. Furthermore, there were gender and racial/ethnic differences in parents' school involvement as a predictor of science achievement. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. The achievement gap between low and high achievers in earth, space and life sciences lessened from elementary to middle school. Parents' involvement with school usually tapers off after elementary school, but due to parent school involvement being a significant predictor of eighth grade science achievement, later school involvement may need to be supported and better implemented in secondary schooling.

Aspects of science engagement, student background, and school characteristics: Impacts on science achievement of U.S. students

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Grabau, Larry J.

Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models

Academic Effort and Achievement in Science: Beyond a Gendered Relationship

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Adamuti-Trache, Maria; Sweet, Robert

2013-12-01

This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

Science Achievement in TIMSS Cognitive Domains Based on Learning Styles

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Kablan, Zeynel; Kaya, Sibel

2013-01-01

Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine…

Student achievement in science: A longitudinal look at individual and school differences

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Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for

Achieving conservation science that bridges the knowledge-action boundary.

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Cook, Carly N; Mascia, Michael B; Schwartz, Mark W; Possingham, Hugh P; Fuller, Richard A

2013-08-01

There are many barriers to using science to inform conservation policy and practice. Conservation scientists wishing to produce management-relevant science must balance this goal with the imperative of demonstrating novelty and rigor in their science. Decision makers seeking to make evidence-based decisions must balance a desire for knowledge with the need to act despite uncertainty. Generating science that will effectively inform management decisions requires that the production of information (the components of knowledge) be salient (relevant and timely), credible (authoritative, believable, and trusted), and legitimate (developed via a process that considers the values and perspectives of all relevant actors) in the eyes of both researchers and decision makers. We perceive 3 key challenges for those hoping to generate conservation science that achieves all 3 of these information characteristics. First, scientific and management audiences can have contrasting perceptions about the salience of research. Second, the pursuit of scientific credibility can come at the cost of salience and legitimacy in the eyes of decision makers, and, third, different actors can have conflicting views about what constitutes legitimate information. We highlight 4 institutional frameworks that can facilitate science that will inform management: boundary organizations (environmental organizations that span the boundary between science and management), research scientists embedded in resource management agencies, formal links between decision makers and scientists at research-focused institutions, and training programs for conservation professionals. Although these are not the only approaches to generating boundary-spanning science, nor are they mutually exclusive, they provide mechanisms for promoting communication, translation, and mediation across the knowledge-action boundary. We believe that despite the challenges, conservation science should strive to be a boundary science, which

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

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Aikenhead, Glen S.

2005-03-01

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

Self-regulated learning and science achievement in a community college

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Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

Science Self-Beliefs and Science Achievement of Adolescents in Gulf Cooperation Council Countries

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Areepattamannil, Shaljan

2012-01-01

This study explored the predictive effects of science self-beliefs on science achievement for 24,680 13-year-old students from Gulf Cooperation Council member countries--Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the United Arab Emirates--who participated in the Trends in International Mathematics and Science Study (TIMSS) 2007. The…

Stories of Success: Understanding Academic Achievement of Hispanic Students in Science

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Harris, Amanda

A review of the literature shows that there is much evidence to suggest the challenges facing Hispanic students in American public schools. Hispanic enrollment in K--12 public schools has increased from 6 to 19% in the last thirty years, yet schools have not made adequate adjustments to accommodate this changing population. Issues such as remedial tracking and cultural differences have led to low high school graduate rates for Hispanic students and inequities in schooling experiences (Gay, 2000). Particularly in the area of science, Hispanic students struggle with academic success (Cole & Espinoza, 2008). Despite these obstacles, some Hispanic students are academically successful (Rochin & Mello, 2007; Merisotis & Kee, 2006). This dissertation tells the stories of these Hispanic students who have been successful in science in secondary public schools. This study followed a grounded theory methodology and utilized individual interviews to collect data about Hispanics who have demonstrated achievement in the area of science. Through the analysis of these interviews, factors were identified which may have contributed to the success of these Hispanics in the field of science. Implications for future practice in public schools are also discussed.

Parent Involvement Practices of High-Achieving Elementary Science Students

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Waller, Samara Susan

This study addressed a prevalence of low achievement in science courses in an urban school district in Georgia. National leaders and educators have identified the improvement of science proficiency as critical to the future of American industry. The purpose of this study was to examine parent involvement in this school district and its contribution to the academic achievement of successful science students. Social capital theory guided this study by suggesting that students achieve best when investments are made into their academic and social development. A collective case study qualitative research design was used to interview 9 parent participants at 2 elementary schools whose children scored in the exceeds category on the Science CRCT. The research questions focused on what these parents did at home to support their children's academic achievement. Data were collected using a semi-structured interview protocol and analyzed through the categorical aggregation of transcribed interviews. Key findings revealed that the parents invested time and resources in 3 practices: communicating high expectations, supporting and developing key skills, and communicating with teachers. These findings contribute to social change at both the local and community level by creating a starting point for teachers, principals, and district leaders to reexamine the value of parent input in the educational process, and by providing data to support the revision of current parent involvement policies. Possibilities for further study building upon the findings of this study may focus on student perceptions of their parents' parenting as it relates to their science achievement.

Promoting the achievement of girls in GCSE science

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Morton, Kevin Charles

This study, designed to challenge the under-representation and limited attainment of girls in the physical sciences in an 11-16 comprehensive school, was suggested by research into attitude formation by Kelly et al in the early 1980s. Balanced science, in removing opportunities for girls to opt out of the physical sciences, made it essential to identify those factors which were adversely affecting girls' attitudes towards science.Preliminary research tasks investigated stereotypical attitudes towards science activities and the school curriculum amongst students and their parents. Additional research probed students' perceptions of their ability in science and the relevance of science subjects. Students' attitudes towards science and science teaching were investigated in relation to their option and career choices. These data influenced the choice of MEG Coordinated Science (The Suffolk Development) as the GCSE balanced science course for the school.The subsequent programme of action research included a series of small-scale investigations, involving both monitoring and evaluation, designed to develop the Suffolk scheme and satisfy the research aims. Student attitudes towards teaching methods and the Suffolk materials were amongst those areas investigated. After evaluation the findings were channelled into the action research spiral to integrate teaching methods and curriculum development thereby promoting the attitudes and achievement of the girls.Improvements in attainment by all students, particularly the girls, were illustrated by increasing GCSE success. Although the traditional pattern of boys' superiority within the physical sciences was markedly reduced the research demonstrated that it is possible to improve the attainment of girls within GCSE science without discriminating against boys.Student opinion and the GCSE data suggested that the girls' achievements could be partially explained by the coursework-led assessment which suited the girls' preferred

Problem-based learning versus traditional science instruction: Achievement and interest in science of middle grades minority females

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Mungin, Rochelle E.

This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also looked for a significant relationship between interest in science and achievement in science. This study used survey data from parents of female middle school science students to measure student interest in science concepts. The population of interest for this study was 13--15 year old eighth grade females from various racial make-ups such as, African American, Hispanic, Bi-racial, Asian, and Other Pacific Islander. Student achievement data was retrieved from the 8th grade science fall common assessed benchmark exam of both test groups. The results of the survey along with the benchmark data was to shed light on the way adolescent females learn and come to embrace science. The findings may provide guidance for science educators seeking to reach their minority female students and guide their achievement levels higher than before. From the results of the t-test and Pearson correlation test of this study, it can be concluded that while this study did not show a significant difference in academic achievement or interest between the two teaching styles, it revealed that interest in science has a positive role to play in the academic success of minority girls in science. The practical implications for examining these issues are to further the research on solutions for closing the minority and gender achievement gaps. The results of this study have implications for researchers as well as practitioners in the field of education.

Improving Student Achievement in Math and Science

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Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

1998-01-01

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

Rural/Urban Disparities in Science Achievement in Post-Socialist Countries: The Evolving Influence of Socioeconomic Status

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Kryst, Erica L.; Kotok, Stephen; Bodovski, Katerina

2015-01-01

Disparities in educational outcomes exist between students in rural areas as compared to students in urban settings. While there is some evidence that these rural disparities are present in eastern Europe, little is known about young peoples' lives in the rural areas of this region. This paper presents an analysis of science achievement by…

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

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Chandrasena, Wanasinghe Durayalage

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

Science writing heurisitc: A writing-to-learn strategy and its effect on student's science achievement, science self-efficacy, and scientific epistemological view

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Caukin, Nancy S.

The purpose of this mixed-methods study was to determine if employing the writing-to-learn strategy known as a "Science Writing Heuristic" would positively effect students' science achievement, science self-efficacy, and scientific epistemological view. The publications Science for All American, Blueprints for Reform: Project 2061 (AAAS, 1990; 1998) and National Science Education Standards (NRC 1996) strongly encourage science education that is student-centered, inquiry-based, active rather than passive, increases students' science literacy, and moves students towards a constructivist view of science. The capacity to learn, reason, problem solve, think critically and construct new knowledge can potentially be experienced through writing (Irmscher, 1979; Klein, 1999; Applebee, 1984). Science Writing Heuristic (SWH) is a tool for designing science experiences that move away from "cookbook" experiences and allows students to design experiences based on their own ideas and questions. This non-traditional classroom strategy focuses on claims that students make based on evidence, compares those claims with their peers and compares those claims with the established science community. Students engage in reflection, meaning making based on their experiences, and demonstrate those understandings in multiple ways (Hand, 2004; Keys et al, 1999, Poock, nd.). This study involved secondary honors chemistry students in a rural prek-12 school in Middle Tennessee. There were n = 23 students in the group and n = 8 in the control group. Both groups participated in a five-week study of gases. The treatment group received the instructional strategy known as Science Writing Heuristic and the control group received traditional teacher-centered science instruction. The quantitative results showed that females in the treatment group outscored their male counterparts by 11% on the science achievement portion of the study and the males in the control group had a more constructivist scientific

The effects of student-level and classroom-level factors on elementary students' science achievement in five countries

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Kaya, Sibel

The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are

Family Experiences, the Motivation for Science Learning and Science Achievement of Different Learner Groups

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Schulze, Salomé; Lemmer, Eleanor

2017-01-01

Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South…

The Achievement Gap between Science Classrooms and Historic Inequalities

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Howie, Sarah; Scherman, Vanessa

2008-01-01

In the past politics deprived many African children (in particular) in South Africa the opportunity of achieving quality education. This was most especially true in subjects such as mathematics and science. In this research the science teacher-level data from Third International Mathematics and Science Study 1999 (TIMSS'99) were analysed with a…

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

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Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

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Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

The Use of the Evidence from the Behavioral Sciences in the Organizational Decision-Making Process

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Bogdan MÎNJINĂ

2015-09-01

Full Text Available The important managerial decision-making and the development of policies, strategies, internal normative acts and procedures must be solid grounded for efficient achieving of their objectives. To this end, the evidence-based approach uses various types of evidence, a leading role having those scientific, and the critical thinking. The evidence from behavioral sciences is especially important when the decisions objectives involve behavioral elements. They also help to ensure the rationality of any decision-making process. The concern for the use of behavioral sciences research in the decision-making preceded the occurrence of evidence-based approach. The increased knowledge fund of organizations, the access to the best practices and to the relevant scientific research findings represent only the initial stages of the evidence-based approach implementation and functioning. The ensuring of their effective use calls for special skills training among staff, the creation of tools and organizational mechanisms and of a facilitating organizational culture. This paper argues the need to integrate two approaches that promote the decision-making based on scientific evidence, the evidence-based approach and the use of behavioral and social sciences in the decision-making, to potentiate the contribution of the behavioral sciences to the increasing of the decision-making efficiency. The efforts made in this paper had overall objective to prepare and facilitate the use of research evidence provided by behavioral sciences in the organizational decision-making process by presenting the main concepts and knowledge in the field and by proposing an outline procedure specifically developed.

On evidence and evidence-based medicine: lessons from the philosophy of science.

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Goldenberg, Maya J

2006-06-01

The evidence-based medicine (EBM) movement is touted as a new paradigm in medical education and practice, a description that carries with it an enthusiasm for science that has not been seen since logical positivism flourished (circa 1920-1950). At the same time, the term "evidence-based medicine" has a ring of obviousness to it, as few physicians, one suspects, would claim that they do not attempt to base their clinical decision-making on available evidence. However, the apparent obviousness of EBM can and should be challenged on the grounds of how 'evidence' has been problematised in the philosophy of science. EBM enthusiasm, it follows, ought to be tempered. The post-positivist, feminist, and phenomenological philosophies of science that are examined in this paper contest the seemingly unproblematic nature of evidence that underlies EBM by emphasizing different features of the social nature of science. The appeal to the authority of evidence that characterizes evidence-based practices does not increase objectivity but rather obscures the subjective elements that inescapably enter all forms of human inquiry. The seeming common sense of EBM only occurs because of its assumed removal from the social context of medical practice. In the current age where the institutional power of medicine is suspect, a model that represents biomedicine as politically disinterested or merely scientific should give pause.

Science achievement of students in the Republic of Yemen and implications for improvement of science instruction

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Ismail, Nageeb Kassem

The purpose of this study was to establish a research base from which strategies could be developed for improving science education in Yemen. The study measured the achievement in general science of Yemeni students attending primary, preparatory, and secondary schools, and their counterparts attending three- or five-year education programs in primary teacher training institutions. A sample of 1,984 students from six major cities in Yemen was given the Second International Science Study test in May 1988. Achievement scores of these selected groups were compared. The mean achievement in general science was 11.93 for science track students, 9.21 for three-year teacher training institution students, and 8.49 for five-year teacher training institution students. These mean scores were based on a total of 35 items. This low level of achievement was further verified by making comparisons of the achievement of selected groups from Yemeni high schools in six cities with each other. The following factors were measured in this study: location, grade level, gender and type of science program studied. Selected groups from Yemeni high schools were also compared to their peers in other nations. The researcher compared students of the science track and teacher training institutions to their counterparts in 13 nations and students of the literature track to their counterparts in eight nations. Fifth and ninth grade students' scores were compared with the scores of their counterparts in 15 and 17 nations respectively. In every comparison, every Yemeni group ranked at the bottom of the achievement list. (Jacobson W., & Doran, R. 1988) The outcomes of this research indicate the profound need for improving science programs in all grade levels in Yemen. The research recommendations for improvement in science education in Yemen fall into four areas: a change in attitudes toward education, a change in teacher education, a change in classroom conditions, and a change in educational

An Examination of Effective Practice: Moving Toward Elimination of Achievement Gaps in Science

Science.gov (United States)

Johnson, Carla C.

2009-06-01

This longitudinal study of middle school science teachers explored the relationship between effective science instruction, as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press, Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol (Horizon Research, Inc. in Local Systemic Change Classroom Observation Protocol. May 1, 2002) and student achievement, which was assessed using the Discovery Inquiry Test in Science. Findings in this study revealed the positive impact that effective science teachers have on student learning, eliminating achievement gaps between White and Non-White students. Case studies of three teachers, both effective and ineffective explore the beliefs and experiences that influence teachers to change, or not to change practice. This study provides justification for teaching science effectively to narrow achievement gaps in science and provides insight to stakeholders in science education as to how to support teachers in becoming more effective, through addressing existing teacher beliefs and providing experiences that challenge those beliefs.

Measuring more than we know? An examination of the motivational and situational influences in science achievement

Science.gov (United States)

Haydel, Angela Michelle

The purpose of this dissertation was to advance theoretical understanding about fit between the personal resources of individuals and the characteristics of science achievement tasks. Testing continues to be pervasive in schools, yet we know little about how students perceive tests and what they think and feel while they are actually working on test items. This study focused on both the personal (cognitive and motivational) and situational factors that may contribute to individual differences in achievement-related outcomes. 387 eighth grade students first completed a survey including measures of science achievement goals, capability beliefs, efficacy related to multiple-choice items and performance assessments, validity beliefs about multiple-choice items and performance assessments, and other perceptions of these item formats. Students then completed science achievement tests including multiple-choice items and two performance assessments. A sample of students was asked to verbalize both thoughts and feelings as they worked through the test items. These think-alouds were transcribed and coded for evidence of cognitive, metacognitive and motivational engagement. Following each test, all students completed measures of effort, mood, energy level and strategy use during testing. Students reported that performance assessments were more challenging, authentic, interesting and valid than multiple-choice tests. They also believed that comparisons between students were easier using multiple-choice items. Overall, students tried harder, felt better, had higher levels of energy and used more strategies while working on performance assessments. Findings suggested that performance assessments might be more congruent with a mastery achievement goal orientation, while multiple-choice tests might be more congruent with a performance achievement goal orientation. A variable-centered analytic approach including regression analyses provided information about how students, on

Predictors of cultural capital on science academic achievement at the 8th grade level

Science.gov (United States)

Misner, Johnathan Scott

The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

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

Science.gov (United States)

Senler, Burcu; Sungur, Semra

2009-05-01

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

Relationship between affect and achievement in science and mathematics in Malaysia and Singapore

Science.gov (United States)

Thoe Ng, Khar; Fah Lay, Yoon; Areepattamannil, Shaljan; Treagust, David F.; Chandrasegaran, A. L.

2012-11-01

Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students' achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students' scores on four items in the TIMSS 2007 survey instrument pertaining to students' affect towards science and mathematics together with students' gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students' gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating 'affect' components of academic

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

African Journals Online (AJOL)

User

2011-07-21

Jul 21, 2011 ... Achievement Test in Basic showed Science (SATBS) were employed as .... Higher Studies; Teacher-Students opinion and found out that students .... Factors and Pupils Leaning Outcome in Bended Primary Science Project,.

Examining classroom interactions related to difference in students' science achievement

Science.gov (United States)

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

2003-01-01

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

An Investigation of International Science Achievement Using the OECD's PISA 2006 Data Set

Science.gov (United States)

Milford, Todd

School Effectiveness Research (SER) is concerned with efforts to better understand the effectiveness enhancing relationship between student and school variables and how these variables primarily influence academic achievement (Scheerens, 2004). However, one identified methodological shortcoming in SER is the absence of cross-cultural perspectives (Kyriakides, 2006). This is a concern as what may prove effective in one nation does not necessarily mean that it can be easily and seamlessly imported into another with the same results. This study looked at the relationships between science self-beliefs and academic achievement in science across all nations who participated in the Programme for International Student Assessment (PISA) in 2006. It further explored the variance accounted for by cultural, social and economic capital (the elements of the PISA socioeconomic status variable) for each country in PISA 2006 when predicting scientific literacy. Lastly, it used hierarchical linear modeling (HLM) to analyze data from PISA 2006 for nations experiencing high rates of immigration (i.e., Germany, Spain, Canada, the United States, Australia and New Zealand). The outcome measures used for these countries were achievement scores in science, mathematics and reading. The variables examined at the student level were science self-efficacy, science self-concept, immigrant status and socioeconomic status. The variables examined at the school level were student level aggregates of school proportion of immigrants and school socioeconomic status. In the correlation analysis between science literacy and either science self-concept of science self-efficacy, findings suggest that at the student level, students with both higher science self-concept and higher science self-efficacy tend to achieve higher academically. However, at the country level the relationship was negative between self-concept and academic achievement in science (i.e., countries with higher science self-concept tend

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

Science.gov (United States)

Yeshion, Theodore Elliot

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

Similarity of TIMSS Math and Science Achievement of Nations

Directory of Open Access Journals (Sweden)

Algirdas Zabulionis

2001-09-01

Full Text Available In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA undertook a Third International Mathematics and Science Study (TIMSS in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy for the students from a particular country (or group of countries. Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

Increasing women's aspirations and achievement in science: The effect of role models on implicit cognitions

Science.gov (United States)

Phelan, Julie E.

This research investigated the role of implicit science beliefs in the gender gap in science aspirations and achievement, with the goal of testing identification with a female role model as a potential intervention strategy for increasing women's representation in science careers. At Time 1, women's implicit science stereotyping (i.e., associating men more than women with science) was linked to more negative (implicit and explicit) attitudes towards science and less identification with science. For men, stereotypes were either non-significantly or positively related to science attitudes and identification. Time 2 examined the influence of implicit and explicit science cognitions on students' science aspirations and achievement, and found that implicit stereotyping, attitudes, and identification were all unique predictors of science aspirations, but not achievement. Of more importance, Time 2 examined the influence of science role models, and found that identification with a role model of either gender reduced women's implicit science stereotyping and increased their positive attitudes toward science. Implications for decreasing the gender gap in advanced science achievement are discussed.

Aligning Science Achievement and STEM Expectations for College Success: A Comparative Study of Curricular Standardization

Directory of Open Access Journals (Sweden)

Siqi Han

2016-04-01

Full Text Available Lack of preparation in science leads to high rates of attrition among science, technology, engineering, and mathematics (STEM majors, even among students who are highly oriented toward STEM. Using data for twenty-seven countries from the 2006 Program for International Student Assessment, we compare the United States with other industrialized countries in terms of fifteen-year-olds’ science achievement and their expectations to focus on STEM in the future. The United States trails most countries in the mean science achievement of the general student population and among students expecting to pursue STEM majors or careers. Lack of curricular standardization in the United States is related to this lower science achievement. Countries with higher curricular standardization exhibit higher average science achievement scores; science achievement and students’ future orientation toward science are also better aligned in these countries. We discuss the implications of these findings for American colleges and universities as they seek to reduce student attrition in STEM fields.

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

Science.gov (United States)

Dimichino, Daniela C.

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

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

Science.gov (United States)

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-12-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.

Achievement Emotions as Predictors of High School Science Success Among African-American and European American Students

Science.gov (United States)

Bowe, Marilyn Louise Simmons

The literature includes few studies of the interrelations of achievement goals and achievement emotions with respect to minority students and science achievement. The objective of this study was to test the control-value theory (CVT) of achievement emotions to determine if the eight discrete achievement emotions would be predictive of test scores on the High School Graduation Test (GHSGT)-Science for African-American compared to European-American science students. Convenience cluster sampling was employed to select 160 students who were all juniors in the same public high school at the time that they took the GHSGT-Science. The central research question for this study aimed to uncover whether any of the eight achievement emotions identified in CVT would contribute significantly to the predictability of science achievement as measured by GHSGT-Science scores. Data were collected using a nonexperimental, cross sectional design survey. Data were analyzed using a hierarchal, forced entry, multiple regression analysis. Key results indicated that the eight achievement emotions were predictive of GHSGT-Science score outcomes. Positive social change at the individual level could reflect a boost in confidence for African American science students and help decrease the achievement gap in science, technology, engineering, and mathematics (STEM) endeavors between European Americans and African-American students. Educators may consider the importance of achievement emotions in science outcomes by including social emotional learning (SEL) as a part of the regular science curriculum. Future researchers should repeat the study in a school district where the population is available to support the desired cluster sample of equal parts European Americans to African Americans and male to female students.

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

Science.gov (United States)

Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct (a) a quantitative comparative study between groups for academic achievement of subtests mean scores of SWDs and SWODs in physical science, earth science, and space science, and (b) a quantitative correlation study to examine relationships and predictive values for academic achievement of SWDs and concept map integration on standardized science assessments.

Can citizen science enhance public understanding of science?

Science.gov (United States)

Bonney, Rick; Phillips, Tina B; Ballard, Heidi L; Enck, Jody W

2016-01-01

Over the past 20 years, thousands of citizen science projects engaging millions of participants in collecting and/or processing data have sprung up around the world. Here we review documented outcomes from four categories of citizen science projects which are defined by the nature of the activities in which their participants engage - Data Collection, Data Processing, Curriculum-based, and Community Science. We find strong evidence that scientific outcomes of citizen science are well documented, particularly for Data Collection and Data Processing projects. We find limited but growing evidence that citizen science projects achieve participant gains in knowledge about science knowledge and process, increase public awareness of the diversity of scientific research, and provide deeper meaning to participants' hobbies. We also find some evidence that citizen science can contribute positively to social well-being by influencing the questions that are being addressed and by giving people a voice in local environmental decision making. While not all citizen science projects are intended to achieve a greater degree of public understanding of science, social change, or improved science -society relationships, those projects that do require effort and resources in four main categories: (1) project design, (2) outcomes measurement, (3) engagement of new audiences, and (4) new directions for research. © The Author(s) 2015.

Equal pay for women in science is achievable

Indian Academy of Sciences (India)

x

2007-10-18

Oct 18, 2007 ... introduced a bill, the SECURE Water Act, that would expand the survey's groundwater and stream-flow monitoring programmes. Equal pay for women in science is achievable. Aggressive academic management can correct pay disparities between male and female scientists, say researchers. Their study.

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.

Understanding the factors that influence high science achievers' academic choices and intent to pursue or opt out of the hard sciences

Science.gov (United States)

Quihuis, Gisell

Drawing on Eccles and her colleagues' Expectancy-Value model of academic behavior and choice, this dissertation study set out to serve three purposes: (1) to understand how high achieving high school students who aspire to science college degrees compare, in terms of motivational beliefs and social experiences, with other high achievers who do not aspire to science college degrees; (2) to understand why some high school students who excel in the hard sciences are unsure about pursuing a science degree in college; and (3) to examine whether gender differences in motivational beliefs and social experiences found in previous research on math (see Eccles 1984) exist for science among high achieving high school students. Survey and interview data showed that gender differences previously found in Eccles' research on math exist for science among a select group of high achieving high school students. Yet, these gender differences did not explain students' aspirations for science. Motivation, classroom perceptions, science engagement, as well as other science-related experiences at home and school, including parent and teacher influences, were also important factors associated with students' aspirations for science. Results and implications for this study are encouraging because they suggest that both parents and educators can help more high achievers become interested in science. Parents can expose their children, male and female alike, to science at home early on in their childhood and teachers can help students sustain and further develop an interest in science at school. In this manner, both parents and teachers can work together as a team to encourage more high achievers to aspire to science degrees in their future. Lastly, it is important to note that this study found Eccles' model of motivation and choice helpful in understanding not only gender differences in math and the hard sciences, but also aspiration differences that cut across gender among students

Emotional Value Judgment and Achievement in Basic Science ...

African Journals Online (AJOL)

The study sought to examine emotional value judgment on student achievement in Basic Science. The study was carried out in Ijebu-North Local Government Area of Ogun State. Data were collected through valid questionnaire sent to five secondary schools within the local Government. One Hundred Junior Secondary II ...

Achievements and Challenges in the Science of Space Weather

Science.gov (United States)

Koskinen, Hannu E. J.; Baker, Daniel N.; Balogh, André; Gombosi, Tamas; Veronig, Astrid; von Steiger, Rudolf

2017-11-01

In June 2016 a group of 40 space weather scientists attended the workshop on Scientific Foundations of Space Weather at the International Space Science Institute in Bern. In this lead article to the volume based on the talks and discussions during the workshop we review some of main past achievements in the field and outline some of the challenges that the science of space weather is facing today and in the future.

The Influence of Mind Mapping on Eighth Graders' Science Achievement

Science.gov (United States)

Abi-El-Mona, Issam; Adb-El-Khalick, Fouad

2008-01-01

This study assessed the influence of using mind maps as a learning tool on eighth graders' science achievement, whether such influence was mediated by students' prior scholastic achievement, and the relationship between students' mind maps and their conceptual understandings. Sixty-two students enrolled in four intact sections of a grade 8 science…

An exploration of the impact of reform-based science instruction on second graders' academic achievement

Science.gov (United States)

Ellis, Valeisha Michelle

The purpose of this study was to examine whether possible relationships might exist between the quality of reform-based science instruction and science and reading achievement in second grade. The study also examined separately possible interactions between quality of instruction and gender and race. The study involved an analysis of data previously collected in a larger one-group pre/post test study of a science instructional intervention (ISI Science) (Connor et al., 2010). In the original study, six teachers and two graduate assistants taught two science units designed based upon constructivist principles and reform-based practices. Using the 5-E Learning Cycle (Bybee, 1997), reading and science were integrated into each lesson. Videotapes were made of all lessons and science and reading achievement data were collected. For the current study, dependent achievement variables were science achievement measured by the Iowa Science Test; reading comprehension, by the Woodcock Passage Comprehension; and vocabulary, by the Iowa Vocabulary. Pre- and post-tests scores on the dependent measures were available for 96 children from the original study. Quality of instruction was measured using the Reformed Teaching Observation Protocol (RTOP) (Sawanda & Piburn, 2000). Videotapes of 24 science lessons from the larger study were analyzed using the RTOP. Reliability of ratings for the RTOP in the study was determined to be .96. No significant results were found for relations between instructional quality (RTOP) and any of the achievement variables although significant pre to post increases on all three measures were observed. No differences by race or gender were found. This latter finding was noteworthy given the research in science identifying both gender and race differences in science achievement. Recommendations for future research and teacher education are discussed.

Common foundations of optimal control across the sciences: evidence of a free lunch

Science.gov (United States)

Russell, Benjamin; Rabitz, Herschel

2017-03-01

A common goal in the sciences is optimization of an objective function by selecting control variables such that a desired outcome is achieved. This scenario can be expressed in terms of a control landscape of an objective considered as a function of the control variables. At the most basic level, it is known that the vast majority of quantum control landscapes possess no traps, whose presence would hinder reaching the objective. This paper reviews and extends the quantum control landscape assessment, presenting evidence that the same highly favourable landscape features exist in many other domains of science. The implications of this broader evidence are discussed. Specifically, control landscape examples from quantum mechanics, chemistry and evolutionary biology are presented. Despite the obvious differences, commonalities between these areas are highlighted within a unified mathematical framework. This mathematical framework is driven by the wide-ranging experimental evidence on the ease of finding optimal controls (in terms of the required algorithmic search effort beyond the laboratory set-up overhead). The full scope and implications of this observed common control behaviour pose an open question for assessment in further work. This article is part of the themed issue 'Horizons of cybernetical physics'.

An organizational cybernetics framework for achieving balance in evidence-based practice and practice-based evidence.

Science.gov (United States)

Fitch, Dale

2014-01-01

This article applies the systems science of organizational cybernetics to the implementation of evidence-based practice (EBP) in the provision of social work services in a residential treatment center setting. It does so by systemically balancing EBP with practice-based evidence (PBE) with a focus on the organizational and information system infrastructures necessary to ensure successful implementation. This application is illustrated by discussing a residential treatment program that implemented evidence-based programming and evaluated the results; however, the systemic principles articulated can be applied to any human services organizational setting.

Academic attainment and the high school science experiences among high-achieving African American males

Science.gov (United States)

Trice, Rodney Nathaniel

This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major

Weakening forensic science in Spain: from expert evidence to documentary evidence.

Science.gov (United States)

Lucena-Molina, Jose-Juan; Pardo-Iranzo, Virginia; Gonzalez-Rodriguez, Joaquin

2012-07-01

An amendment in 2002 to the Spanish Code of Criminal Procedure converted into documentary evidence the expert reports prepared by official laboratories aimed at determining the nature, weight, and purity of seized drugs. In most cases, experts are spared from appearance before the courts. This is likely to be extended to other forensic fields. After an overview of criminalistic identification in current forensic science, the objectivity and reliability concepts used by jurists and scientists are considered by comparing the paradigm of individualization with that of likelihood. Subsequently, a detailed critical study is made on the above-mentioned Spanish legal reform, and a comparison is made with the decision on the Melendez-Diaz v. Massachusetts case as ruled by the Supreme Court of the United States. Although the reform is in compliance with the Spanish Constitution, it is at odds with science, in particular regarding the logic underpinning the scientific evaluation of evidence. © 2012 American Academy of Forensic Sciences.

Precollege science achievement growth: Racial-ethnic and gender differences in cognitive and psychosocial constructs

Science.gov (United States)

Muller, Patricia Ann

The purpose of this study was to gain a more complete understanding of the differences in science, mathematics and engineering education among racial-ethnic and gender subgroups by exploring factors related to precollege science achievement growth rates. Using Hierarchical Linear Modeling (HLM) and multi-wave, longitudinal data from the first three waves of the National Education Longitudinal Study of 1988--1994 (NELS:88/94), this study examined precollege science achievement growth rates during the 8th to 10th grade period and the 10th to 12th grade period for African American males, African American females, Latino males, Latina females, Asian American males, Asian American females, White males and White females. For the 8th--10th grade period, previous grades were significantly and positively related to science achievement growth for all subgroups; and socio-economic status and high school program were significantly and positively related to science achievement growth for all subgroups except one (Latino males, and Asian American males respectively). For the 10th--12th grade period, the quantity of science courses completed (science units) was the only variable that was statistically significant for more than one racial-ethnic by gender subgroup. Science units taken were significantly and positively related to 10 th--12th grade growth rates for all racial-ethnic by gender subgroups except Latino males. Locus-of-control was the only cognitive or psychosocial factor included from Eccles, Adler, Futterman, Goff, Kaczala, Meece and Midgley's (1983) theoretical framework for achievement behaviors that appeared to exhibit any pattern across race-ethnicities. Locus-of-control was positively related to 8th--10 th grade science achievement growth for females across all racial-ethnic subgroups, as well as for African American males. However, for both the 8 th--10th grade and 10th--12 th grade periods, there was no consistency across racial-ethnic or gender subgroups in

Teaching science in a technology rich environment: Probeware's effect on student attitude and achievement

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Zelmanowicz, Marc

Purpose The use of technology in the science classroom has been a major part of the initiative toward increasing student attitude and achievement in Science, Technology, Education and Math [STEM] education in the United States. The purpose of this study was to determine the extent to which the use of probeware in a high school science living environment classroom impacts student attitude towards science and/or student achievement on standards-based assessments. This study sought to answer the following quantitative questions with a qualitative component: To what extent does the use of probeware in a high school level living environment course influence student attitudes toward science compared to students who are not using probeware? What is the impact, if any, on student achievement in a living environment course, as measured by New York State Living Environment Regents [NYSLER] exam grades, between students who use probeware and students who do not? Is there a significant difference between the two groups with regard to achieving mastery on the NYSLER exam? Sample The participants in the study were Living Environment students of a suburban high school outside of New York City. Methods The quasiexperimental study examined the effects of the replacement of traditional scientific equipment with probeware on student attitude and achievement in a living environment classroom. Student attitude was measured by the modified Attitude Toward Science Inventory [mATSI] and student achievement was measured by the New York State Living Environment Regents [NSLER] Exam. Descriptive statistics, ANCOVA and hierarchical regression analysis were conducted to answer the research questions in this study. A qualitative component was included to enhance the understanding of the quantitative analysis. Major Findings Through this study, results demonstrated a statistically significant impact of probeware on student attitude, but did not show a statistically significant impact of

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

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Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

Rural/Urban Disparities in Science Achievement In Post-Socialist Countries: The Evolving Influence of Socioeconomic Status

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Erica L. Kryst

2015-11-01

Full Text Available Disparities in educational outcomes exist between students in rural areas as compared to students in urban settings. While there is some evidence that these rural disparities are present in eastern Europe, little is known about young peoples’ lives in the rural areas of this region. This paper presents an analysis of science achievement by location (rural v. urban using all available waves of the Trends in International Mathematics and Science Study (TIMSS. We examined the eighth grade data from five countries: Lithuania, Romania, the Russian Federation, Hungary, and Slovenia. Findings demonstrated that students attending rural schools had significantly lower science scores and that the rural disadvantage grew between 1995 and 2011 in some countries, but became non-significant in others. Overall, family socioeconomic status played an important role in determining the educational outcomes of rural students. The implications of these findings are explored in relation to the United Nations Educational, Scientific and Cultural Organization (UNESCO 2015 Education for All goals.

Using the instructional congruence model to change a science teacher's practices and English language learners' attitudes and achievement in science

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Salame, Hania Moussa

The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.

Factors significantly related to science achievement of Malaysian middle school students: An analysis of TIMSS 1999 data

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Mokshein, Siti Eshah

The importance of science and technology in the global economy has led to growing emphasis on math and science achievement all over the world. In this study, I seek to identify variables at the student-level and school-level that account for the variation in science achievement of the eighth graders in Malaysia. Using the Third International Math and Science Study (TIMSS) 1999 for Malaysia, a series of HLM analysis was performed. Results indicate that (1) variation in overall science achievement is greater between schools than within schools; (2) both the selected student-level and school-level factors are Important in explaining the variation in the eight graders' achievement In science; (3) the selected student-level variables explain about 13% of the variation in students' achievement within schools, but as an aggregate, they account for a much larger proportion of the between-school variance; (4) the selected school-level variables account for about 55% of the variation between schools; (5) within schools, the effects of self-concept In science, awareness of the social implications of science, gender, and home educational resources are significantly related to achievement; (6) the effects of self-concept in science and awareness of social implications of science are significant even after controlling for the effects of SES; (7) between schools, the effects of the mean of home educational resources, mean of parents' education, mean of awareness of the social implications of science, and emphasis on conducting experiments are significantly related to achievement; (8) the effects of SES variables explain about 50% of the variation in the school means achievement; and (9) the effects of emphasis on conducting experiments on achievement are significant even after controlling for the effects of SES. Since it is hard to change the society, it is recommended that efforts to Improve science achievement be focused more at the school-level, concentrating on variables that

The impact of single-gender classrooms on science achievement of middle school gifted girls

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Ulkins, David S.

Studies indicate a gap in science achievement and positive attitudes towards science between gifted male and female students with females performing less than the males. This study investigated the impact of a single-gender classroom environment as opposed to a mixed-gender classroom, on motivation, locus of control, self-concept, and science achievement of middle school gifted girls. The Motivated Strategies for Learning Questionnaire (MSLQ), Review of Personal Effectiveness with Locus of Control (ROPELOC), Test of Science Related Attitudes (TOSRA), and Stanford Achievement Test 10th Edition, were used to measure the dependent variables respectively. The independent-measure t test was used to compare the differences between girls in a single-gender classroom with the ones in a mixed-gender classroom. A significant difference in the external locus of control resulted for girls in the single gender classroom. However, there were no significant differences found in science achievement, motivation, and the attitudes toward science between the two groups. The implication is that a single-gender learning environment and the use of differentiated teaching strategies can help lessen the negative effects of societal stereotypes in today's classrooms. These, along with being cognizant of the differences in learning styles of girls and their male counterparts, will result in a greater level of success for gifted females in the area of science education.

Development process and achievements of China nuclear agricultural sciences

International Nuclear Information System (INIS)

Wen Xianfang

2009-01-01

This paper outlines the creation of our nuclear agricultural sciences and the development process as well as the main results for agricultural applications of nuclear technology. Nuclear agricultural sciences in China began in 1956, after 50 years of development, the collaborative research network, the academic exchange network, and the international exchange network have been formatted. These three networks comprehensively have promoted the formation and development of China nuclear agricultural sciences. Remarkable results have been achieved in the fields of radiation mutation breeding, space mutation breeding, isotope tracer technique application in agriculture, agricultural products storage and preservation of irradiation processing, irradiation sterile insect technique, low-doses of radiation to stimulate output. In addition, the concept of suggestions on the future development of China nuclear agricultural sciences, as well as the priorities of research fields are put forward. (authors)

Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

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Curran, F. Chris; Kellogg, Ann T.

2016-01-01

Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 that…

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

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Pruitt, Stephen L.; Wallace, Carolyn S.

2012-06-01

This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.

Performance on large-scale science tests: Item attributes that may impact achievement scores

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Gordon, Janet Victoria

Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition

Teacher Tweets Improve Achievement for Eighth Grade Science Students

Directory of Open Access Journals (Sweden)

Carol Van Vooren

2013-02-01

Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

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Chu, Man-Wai; Fung, Karen

2018-04-01

Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

Effects of Science Interest and Environmental Responsibility on Science Aspiration and Achievement: Gender Differences and Cultural Supports

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Chiu, Mei-Shiu

2010-01-01

The aim of the present study is twofold: (1) to investigate gender differences in the effects of science interest and environmental responsibility on science aspiration and achievement and (2) to explore the relations between cultural supports (macroeconomic and gender equality) and both boys' and girls' tendencies to integrate the aforementioned…

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

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Cairns, Dean; Areepattamannil, Shaljan

2017-06-01

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

Perceived self-efficacy and student-teacher relationships among diverse Title I students' achievement in science

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Larry, Triaka A.

The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing students’ pursuit of subject-specific careers and academic achievement. The impact of self-efficacy and student perceptions of teacher interpersonal behaviors on student achievement have been extensively researched in the areas of Mathematics and English, however, most studies using science achievement, as a criterion variable, were conducted using non-diverse, White upper middle class to affluent participants. In order to determine the strength of relationships between perceived science self-efficacy, and student perceptions of teacher interpersonal behaviors as factors that influence science achievement (science GPA), the Science Self-Efficacy Questionnaire (SSEQ) and Questionnaire on Teacher Interactions (QTI) were administered to twelfth grade students enrolled at a highly diverse urban Title I high school, while controlling for demographics, defined as gender, ethnicity, and minority status. Using a hierarchical multiple linear regression analysis, results demonstrated that the predictor variables (i.e., gender, ethnicity, minority status, science self-efficacy, and teacher interpersonal behaviors) accounted for 20.8% of the variance in science GPAs. Science self-efficacy made the strongest unique contribution to explaining science GPA, while minority status and gender were found to be statistically significant contributors to the full model as well. Ethnicity and teacher interpersonal behaviors did not make a statistically significant contribution to the variance in science GPA, and accounted for ≤ 1% of the variance. Implications and recommendations for future research are subsequently given.

How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

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Drinkwater, Michael J.; Matthews, Kelly E.; Seiler, Jacob

2017-01-01

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. PMID:28232589

Computer Assisted Project-Based Instruction: The Effects on Science Achievement, Computer Achievement and Portfolio Assessment

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Erdogan, Yavuz; Dede, Dinçer

2015-01-01

The purpose of this study is to compare the effects of computer assisted project-based instruction on learners' achievement in a science and technology course, in a computer course and in portfolio development. With this aim in mind, a quasi-experimental design was used and a sample of 70 seventh grade secondary school students from Org. Esref…

Teacher learning in technology professional development and its impact on student achievement in science

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Lee, Hyunju; Longhurst, Max; Campbell, Todd

2017-07-01

This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning.

Moving to higher ground: Closing the high school science achievement gap

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Mebane, Joyce Graham

The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

The Effect of Executive Function on Science Achievement Among Normally Developing 10-Year Olds

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Lederman, Sheri G.

Executive function (EF) is an umbrella term used to identify a set of discrete but interrelated cognitive abilities that enable individuals to engage in goal-directed, future-oriented action in response to a novel context. Developmental studies indicate that EF is predictive of reading and math achievement in middle childhood. The purpose of this study was to identify the association between EF and science achievement among normally developing 10 year olds. A sample of fifth grade students from a Northeastern suburban community participated in tests of EF, science, and intelligence. Consistent with adult models of EF, principal components analysis identified a three-factor model of EF organization in middle childhood, including cognitive flexibility, working memory, and inhibition. Multiple regression analyses revealed that executive function processes of cognitive flexibility, working memory, and inhibition were all predictive of science performance. Post hoc analyses revealed that high-performing science students differed significantly from low-performing students in both cognitive flexibility and working memory. These findings suggest that complex academic demands specific to science achievement rely on the emergence and maturation of EF components.

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

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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

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

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Jacobowitz, Tina

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

Examining science achievement of African American females in suburban middle schools: A mixed methods study

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Topping, Kecia C.

This dissertation examined factors that affected the science achievement of African American females in suburban middle schools. The research literature informed that African American females are facing the barriers of race, gender, socioeconomic status, and cultural learning style preferences. Nationally used measurements of science achievement such as the Standardized Achievement Test, Tenth edition (SAT-10), National Assessment for Educational Progress, and National Center for Educational Statistics showed that African American females are continuing to falter in the areas of science when compared to other ethnic groups. This study used a transformative sequential explanatory mixed methods design. In the first, quantitative, phase, the relationships among the dependent variables, science subscale SAT-10 NCE scores, yearly averages, and the independent variables, attitude toward science scores obtained from the Modified Fennema-Sherman Attitudes toward Science Scale, socioeconomics, and caregiver status were tested. The participants were 150 African American females in grades 6 through 8 in four suburban middle schools located in the Southeastern United States. The results showed a positive, significant linear relationship between the females' attitude and their science subscale SAT-10 NCE scores and a positive, significant linear relationship between the females' attitudes and their yearly averages in science. The results also confirmed that attitude was a significant predictor of science subscale SAT-10 NCE scores for these females and that attitude and socioeconomics were significant predictors of the females' yearly averages in science. In the second, qualitative, phase, nine females purposefully selected from those who had high and low attitude towards science scores on the scale in the quantitative phase were interviewed. The themes that emerged revealed seven additional factors that impacted the females' science achievement. They were usefulness of science

Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools

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Scogin, Stephen C.; Cavlazoglu, Baki; LeBlanc, Jennifer; Stuessy, Carol L.

2017-08-01

While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of "highly successful, highly diverse". By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.

Income-Based Disparities in Early Elementary School Science Achievement

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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…

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

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Chang, Chun-Yen; Lin, Pei-Ling

2017-01-01

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

Outside school time: an examination of science achievement and non-cognitive characteristics of 15-year olds in several countries

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Suter, Larry E.

2016-03-01

Elementary and secondary students spend more hours outside of class than in formal school and thus have more time for interaction with everyday science. However, evidence from a large international survey, Program of International Student Assessment (PISA) (OECD 2012), found a negative relationship between number of hours attending after-school science and science assessment scores in many countries, raising questions about why. The secondary analysis of the 2006, 2009, and 2012 PISA surveys found that in most Western countries the longer students attended after-school science programs (in a typical week), the lower their PISA standardized science test score, but the higher their positive attitudes toward future science careers, interest in science, and self-confidence in science. Several potential hypotheses for this relationship are examined and rejected. Further analysis of a causal relationship between frequent attendance in after-school programs and student achievement and attitudes should clearly identify the content of the program so that the analysis could distinguish experiences closely related to regular school curricula from the informal science activities that are not. A new analysis also should include carefully designed longitudinal surveys to test the effectiveness of informal experiences on later life choices in career and study. Revision of a Paper prepared for AERA meetings in Chicago, 19 April 2015.

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

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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…

The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment

Science.gov (United States)

Eason, Grace Teresa

The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, "Survey of Science 2: Life Science," which was offered during the Spring 2000 term. Students from both treatment and control groups (N = 63), which were determined using intact classes, participated in eight cooperative group activities based on the Biological Sciences Curriculum Studies (BSCS) 5E model (Bybee, 1993). The treatment group received a higher-order questioning method combined with the BSCS 5E model. The control group received a lower-order questioning method, combined with the BSCS 5E model. Two instruments were used to measure students' attitude and achievement changes. The Ecology Issue Attitude (EIA) survey (Schindler, 1995) and a comprehensive environmental science final exam. Kolb's Learning Style Inventory (KLSI, 1985) was used to measure students' learning style type. After a 15-week treatment period, results were analyzed using MANCOVA. The overall MANCOVA model used to test the statistical difference between the collective influences of the independent variables on the three dependent variables simultaneously was found to be not significant at alpha = .05. This differs from findings of previous studies in which higher-order questioning techniques had a significant effect on student achievement (King 1989 & 1992; Blosser, 1991; Redfield and Rousseau, 1981; Gall 1970). At the risk of inflated Type I and Type II error rates, separate univariate analyses were performed. However, none of the research factors, when examined collectively or separately, made any significant contribution to explaining the variability in EIA attitude, EIA achievement, and comprehensive environmental science final examination scores. Nevertheless, anecdotal evidence from student's self

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

Science.gov (United States)

Harvey, Robert Christopher

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

Students' Motivational Beliefs in Science Learning, School Motivational Contexts, and Science Achievement in Taiwan

Science.gov (United States)

Wang, Cheng-Lung; Liou, Pey-Yan

2017-01-01

Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship…

Effects of gender and role selection in cooperative learning groups on science inquiry achievement

Science.gov (United States)

Affhalter, Maria Geralyn

An action research project using science inquiry labs and cooperative learning groups examined the effects of same-gender and co-educational classrooms on science achievement and teacher-assigned or self-selected group roles on students' role preferences. Fifty-nine seventh grade students from a small rural school district participated in two inquiry labs in co-educational classrooms or in an all-female classroom, as determined by parents at the beginning of the academic year. Students were assigned to the same cooperative groups for the duration of the study. Pretests and posttests were administered for each inquiry-based science lab. Posttest assessments included questions for student reflection on role assignment and role preference. Instruction did not vary and a female science teacher taught all class sections. The same-gender classroom and co-ed classrooms produced similar science achievement scores on posttests. Students' cooperative group roles, whether teacher-assigned or self-selected, produced similar science achievement scores on posttests. Male and female students shared equally in favorable and unfavorable reactions to their group roles during the science inquiry labs. Reflections on the selection of the leader role revealed a need for females in co-ed groups to be "in charge". When reflecting on her favorite role of leader, one female student in a co-ed group stated, "I like to have people actually listen to me".

Learning science in a cooperative setting: Academic achievement and affective outcomes

Science.gov (United States)

Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

Achieving Science with CubeSats: Thinking Inside the Box

Science.gov (United States)

Zurbuchen, Thomas H.; Lal, Bhavya

2017-01-01

We present the results of a study conducted by the National Academies of Sciences, Engineering, and Medicine. The study focused on the scientific potential and technological promise of CubeSats. We will first review the growth of the CubeSat platform from an education-focused technology toward a platform of importance for technology development, science, and commercial use, both in the United States and internationally. The use has especially exploded in recent years. For example, of the over 400 CubeSats launched since 2000, more than 80% of all science-focused ones have been launched just in the past four years. Similarly, more than 80% of peer-reviewed papers describing new science based on CubeSat data have been published in the past five years.We will then assess the technological and science promise of CubeSats across space science disciplines, and discuss a subset of priority science goals that can be achieved given the current state of CubeSat capabilities. Many of these goals address targeted science, often in coordination with other spacecraft, or by using sacrificial or high-risk orbits that lead to the demise of the satellite after critical data have been collected. Other goals relate to the use of CubeSats as constellations or swarms, deploying tens to hundreds of CubeSats that function as one distributed array of measurements.Finally, we will summarize our conclusions and recommendations from this study; especially those focused on nearterm investment that could improve the capabilities of CubeSats toward increased science and technological return and enable the science communities’ use of CubeSats.

Students' Achievement in Math and Science: How Grit and Attitudes Influence?

Science.gov (United States)

Al-Mutawah, Masooma Ali; Fateel, Moosa Jaafar

2018-01-01

Many recent studies in the field of mathematics and science education have been studying the effect of non-cognitive factors in students' achievement such as emotions, attitudes, values, beliefs, motivation, anxiety and grit. For example, attitude has been an important area in science education, and there have been many attempts to measure…

Nursing implementation science: how evidence-based nursing requires evidence-based implementation.

NARCIS (Netherlands)

Achterberg, T. van; Schoonhoven, L.; Grol, R.P.T.M.

2008-01-01

PURPOSE: Evidence is not always used in practice, and many examples of problematic implementation of research into practice exist. The aim of this paper is to provide an introduction and overview of current developments in implementation science and to apply these to nursing. METHODS: We discuss a

The Effect of Thinking Maps on Fifth Grade Science Achievement

Science.gov (United States)

Hudson, Darlene

Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This causal-comparative study, grounded in cognitive learning theory, sought to discover if 2 years of implementation and use of Thinking Maps, a visual tool program, had an effect on student achievement in elementary science as measured by Georgia's statewide assessment known as the Criterion-Referenced Competency Test (CRCT). Achievement data of 2 groups that received Thinking Maps instruction for 2 years was compared to 1 group that did not. An analysis of covariance was used to analyze the assessment data. The findings suggest that the students who did not use Thinking Maps performed significantly better than those who did use Thinking Maps, even though both groups showed positive mean score gains from 2010 to 2012 on the science portion of the CRCT. Limitations of the study, such as the lack of randomization and manipulation of the independent variable, suggest that further research is needed to fairly evaluate the program and its effectiveness. Also, the instructional setting and amount of time used for science instruction in the elementary classroom warrants additional investigation. Findings related to the implementation and use of graphic tools such as Thinking Maps will help school systems choose professional learning opportunities and effective instructional strategies to develop content literacy.

Identifying the Factors Affecting Science and Mathematics Achievement Using Data Mining Methods

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Kiray, S. Ahmet; Gok, Bilge; Bozkir, A. Selman

2015-01-01

The purpose of this article is to identify the order of significance of the variables that affect science and mathematics achievement in middle school students. For this aim, the study deals with the relationship between science and math in terms of different angles using the perspectives of multiple causes-single effect and of multiple…

Predictors of gender achievement in physical science at the secondary level

Science.gov (United States)

Kozlenko, Brittany Hunter

This study used the 2009 National Assessment of Educational Progress (NAEP) science restricted data-set for twelfth graders. The NAEP data used in this research study is derived from a sample group of 11,100 twelfth grade students that represented a national population of over 3,000,000 twelfth grade students enrolled in science in the United States in 2009. The researcher chose the NAEP data set because it provided a national sample using uniform questions. This study investigated how the factors of socioeconomic status (SES), parental education level, mode of instruction, and affective disposition affect twelfth grade students' physical science achievement levels in school for the sample population and subgroups for gender. The factors mode of instruction and affective disposition were built through factor analysis based on available questions from the student surveys. All four factors were found to be significant predictors of physical science achievement for the sample population. NAEP exams are administered to a national sample that represents the population of American students enrolled in public and private schools. This was a non-experimental study that adds to the literature on factors that impact physical science for both genders. A gender gap is essentially nonexistent at the fourth grade level but appears at the eighth grade level in science based on information from NAEP (NCES, 1997). The results of the study can be used to make recommendation for policy change to diminish this gender gap in the future. Educators need to be using research to make instructional decisions; research-based instruction helps all students.

The effects of school policies and practices on eighth-grade science achievement: A multilevel analysis of TIMSS

Science.gov (United States)

Smyth, Carol Ann Mary

Identifying the relative importance of both alterable school policies and fairly stable contextual factors as they relate to middle level science achievement, a domain of identified national concern, requires simultaneous investigation of multilevel predictors (i.e., student level and school level) specific to the grade level and academic subject area. The school level factors are predictors associated with both the school (e.g., average socioeconomic status, tracking, and instructional time) and the classroom (e.g., average academic press of peers, teacher collaboration, and instructional strategies). The current study assessed the effects of school policies, practices, and contextual factors on the science achievement of eighth grade students. These influences were considered to be both additive (i.e., influencing the mean achievement in a school after controlling for student characteristics) and interactive (i.e., affecting the relationships between student background characteristics and individual achievement). To account for the nested structure of predictors and cross level interactions among predictors, a multilevel model for middle level science achievement was estimated using hierarchical linear modeling (HLM) with data collected from eighth grade students, science teachers, and administrators in 1995 as part of the Third International Mathematics and Science Study (TIMSS). The major findings of this research suggest that although average eighth grade science achievement in a school was primarily associated with the contextual characteristics of the classroom and the school (e.g., average socioeconomic status and average academic press), both the academic differentiating influence of prior achievement and the social differentiating influence of parental education on the science achievement of eighth grade students were related not only to contextual characteristics of the classroom and the school, but also to the instructional policies of the classroom

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

Science.gov (United States)

Ledger, Antoinette Frances

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

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students

Science.gov (United States)

Marks, Jamar Terry

2017-01-01

The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…

Stereotype threat's effect on women's achievement in chemistry: The interaction of achievement goal orientation for women in science majors

Science.gov (United States)

Conway-Klaassen, Janice Marjorie

"Stereotype threat is being at risk of confirming, as a self-characteristic, a negative stereotype about one's group" (C. M. Steele & Aronson, 1995, p. 797). A stereotype threat effect then is described as the detrimental impact on a person's performance or achievement measurements when they are placed in a stereotype threat environment. For women, the negative stereotype that exists in our culture states that women are typically not as capable as men in mathematics or science subjects. This study specifically explored the potential impact of stereotype threat on women who have chosen a science-based college major. They were tested in the domain of chemistry, which is related to mathematics and often involves high level of mathematics skills. I attempted to generate a stereotype threat in the participants through describing a chemistry challenge exam as either one that had consistently shown a gender bias against women and to create a nullification effect by describing the exam as one that had shown no gender bias in the past. In the third experimental condition acting as a control, participants received only generic instructions related to taking the test itself. The second part of this study investigated whether stereotype threat effects could impact women's achievement goal orientations. In previous studies performance avoidance goal orientations have been associated with individuals placed in a stereotype threat environment. The findings on the stereotype threat effect were not significant for the chemistry challenge test achievement scores. This may be due to several factors. One factor may be the design of the chemistry challenge test and the instructions for the test. The other factor may be the women in this study. As individuals who have chosen a science based major, they may have developed coping skills and strategies that reduced the impact of a stereotype threat. It is also possible that the testing environment itself generated an implicit stereotype

Organizational health and the achievement level of students in science at the secondary-level schools in Sri Lanka

Science.gov (United States)

Pakkeer-Jaufar, Pakkeer Cadermohideen

This study sought to identify those organizational health factors that might have overriding influence on the achievement level of students in science in Sri Lankan secondary schools. This study involved 752 students, 33 science teachers, and 10 principals from two different districts, Ampara and Colombo, in Sri Lanka. Ten Tamil medium, secondary level, public schools were selected to participate in this study. Data were collected using four types of instruments: a questionnaire for pupils; interview schedules for science teachers and principals; checklists for classroom/school facilities, science laboratory facilities, and science practicals; and a science achievement test. The analysis focused on the collective perceptions of students, science teachers, and principals. Regression and path analyses were used as major analysis techniques, and the qualitative data provided by science teachers and principals were considered for a crosschecking of the quantitative inferences. The researcher found teacher affiliation, academic emphasis, and instructional leadership of the principal, in descending order, were the overriding influential factors on the achievement level of students in science in Sri Lankan secondary schools. At the same time a similar descending order was found in their mean values and qualities. The researcher concluded that increasing the quality of the organizational health factors in Sri Lankan secondary schools would result in improved better achievement in science. The findings further indicate that instructional leadership of the principal had both direct and indirect effects on students' achievement in science when academic emphasis and teacher affiliation were taken into account. In addition, the resource support of the principal did not make any difference in students' science achievement and the findings stress the availability of the resources for individual students instead of assuming the general facilities of the school are available to all

How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments.

Science.gov (United States)

Drinkwater, Michael J; Matthews, Kelly E; Seiler, Jacob

2017-01-01

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. © 2017 M. J. Drinkwater et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non- Cognitive Outcomes and Academic Achievement

Science.gov (United States)

Dionisio, Rui Meira

The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers Squibb, and part of the New Jersey Statewide Systemic Initiative (NJSSI). The NJSSI is a partnership of schools, districts, colleges and universities, science centers, businesses, and museums dedicated to improving the teaching and learning of science, mathematics, and technology in New Jersey. The quantitative research study utilized an IBS instructional program titled Science and Technology Concepts for Middle Schools (STC/MS) and was implemented in two middle schools within the same suburban school district. This study examined the effect of IBS classrooms on learning outcomes specifically related to gender and special education. Evaluation of student learning outcomes was conducted through the administration of three instruments: the Academic Self-Concept (ASC) scale, unit assessments, and NJASK 8 Science. The ASC scale and unit assessments were administered as a pretest and posttest in IBS classrooms. NJASK 8 Science scale scores were obtained through reporting of student performance data from the New Jersey Department of Education to the district. The quantitative analysis in this study provided evidence that IBS classrooms had a positive effect on academic achievement. Overall, students in IBS classrooms performed better than students in traditional classrooms on unit assessments. Additionally, male students and special education students in IBS classrooms outperformed students in traditional classrooms on unit assessments.

Growing minds: The effect of school gardening programs on the science achievement of elementary students

Science.gov (United States)

Klemmer, Cynthia Davis

Science literacy refers to a basic knowledge and understanding of science concepts and processes needed to consider issues and make choices on a daily basis in an increasingly technology-driven society. A critical precursor to producing science literate adults is actively involving children in science while they are young. National and state (TX) science standards advocate the use of constructivist methods including hands-on, experiential activities that foster the development of science process skills through real-world investigations. School gardens show promise as a tool for implementing these guidelines by providing living laboratories for active science. Gardens offer opportunities for a variety of hands-on investigations, enabling students to apply and practice science skills. School gardens are increasing in popularity; however, little research data exists attesting to their actual effectiveness in enhancing students' science achievement. The study used a quasi-experimental posttest-only research design to assess the effects of a school gardening program on the science achievement of 3rd, 4th, and 5th grade elementary students. The sample consisted of 647 students from seven elementary schools in Temple, Texas. The experimental group participated in school gardening activities as part of their science curriculum. The control group did not garden and were taught using traditional classroom-based methods. Results showed higher scores for students in the experimental group which were statistically significant. Post-hoc tests using Scheffe's method revealed that these differences were attributed to the 5th grade. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective for both genders. Within each gender, statistical significance was found between males in the experimental and control groups at all three grade levels, and for females in the 5 th grade. This research indicated that

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

Science.gov (United States)

Handley, Herbert M.; Morse, Linda W.

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

Effective Programs for Elementary Science: A Best-Evidence Synthesis

Science.gov (United States)

Slavin, Robert E.; Lake, Cynthia; Hanley, Pam; Thurston, Allen

2012-01-01

This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A…

Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

NARCIS (Netherlands)

Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

2018-01-01

Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at

Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

NARCIS (Netherlands)

Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

2016-01-01

Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at

Class Size and Academic Achievement in Introductory Political Science Courses

Science.gov (United States)

Towner, Terri L.

2016-01-01

Research on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size--a small section versus a large section--in introductory political science courses on student grades in two comparable semesters. It is expected that…

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

African Journals Online (AJOL)

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

Developing models to predict 8th grade students' achievement levels on timss science based on opportunity-to-learn variables

Science.gov (United States)

Whitford, Melinda M.

Science educational reforms have placed major emphasis on improving science classroom instruction and it is therefore vital to study opportunity-to-learn (OTL) variables related to student science learning experiences and teacher teaching practices. This study will identify relationships between OTL and student science achievement and will identify OTL predictors of students' attainment at various distinct achievement levels (low/intermediate/high/advanced). Specifically, the study (a) address limitations of previous studies by examining a large number of independent and control variables that may impact students' science achievement and (b) it will test hypotheses of structural relations to how the identified predictors and mediating factors impact on student achievement levels. The study will follow a multi-stage and integrated bottom-up and top-down approach to identify predictors of students' achievement levels on standardized tests using TIMSS 2011 dataset. Data mining or pattern recognition, a bottom-up approach will identify the most prevalent association patterns between different student achievement levels and variables related to student science learning experiences, teacher teaching practices and home and school environments. The second stage is a top-down approach, testing structural equation models of relations between the significant predictors and students' achievement levels according.

Competence in Mathematics and Academic Achievement: An Analysis of Enrollees in the Bachelor of Science in Actuarial Science Program

Science.gov (United States)

Wamala, Robert; Maswere, Dyson W.; Mwanga, Yeko

2013-01-01

This study investigates the role of prior grounding attained in mathematics in predicting the academic achievement of enrollees in Bachelor of Science in Actuarial Science (BSAS). The investigation is based on administrative records of 240 BSAS enrollees at Makerere University, School of Statistics and Planning in the 2007-2009 cohorts. Students'…

International Assessment: A Rasch Model and Teachers' Evaluation of TIMSS Science Achievement Items

Science.gov (United States)

Glynn, Shawn M.

2012-01-01

The Trends in International Mathematics and Science Study (TIMSS) is a comparative assessment of the achievement of students in many countries. In the present study, a rigorous independent evaluation was conducted of a representative sample of TIMSS science test items because item quality influences the validity of the scores used to inform…

The Correlation between Teacher Professional Competence and Natural Science Learning Achievement in Elementary School

Directory of Open Access Journals (Sweden)

I Ketut Ngurah Ardiawan

2017-12-01

Full Text Available This present study aims at investigating the correlation between teachers’ professional competence and natural science learning achievement in elementary schools in Buleleng regency. The population in this study are all sixth grade teachers, which it is further narrowed down to 30 teachers as the sample. In order to gather the data, the researcher employs questionnaire regarding teacher professional competence and document study toward students’ achievement on national examination in academic year 2016/2017. Further, ex post facto is chosen as the design of the study. Meanwhile, the data are analysed through correlation analysis with assistance of SPSS 16 software. Based on the analysis, it was obtained that the correlation between teacher professional competence and the learning achievement on natural science subject is in the interval of 0.40-0.59 with correlation coefficient at rho=0.506. This means there is a significant correlation between teacher professional competence and students’ learning achievement on natural science in national examination in academic year 2016/2017 (tcount = 3.103 > ttable =2.048 with significance level at α = 0,05 and coefficient of determination at 0.2560 (25.60%

Examining the Effects of Turkish Education Reform on Students' TIMSS 2007 Science Achievements

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Atar, Hakan Yavuz; Atar, Burcu

2012-01-01

The purpose of this study is to examine the effects of some of the changes such as student centered learning (i.e. inquiry science instruction), outfitting classrooms with latest technology and computers that the reform movement has brought about on students' TIMSS 2007 science achievements. Two-staged stratified sampling was used in the selection…

The Relevance of Evidence from the History of Science in the Contemporary Realism/Anti-realism Debate

DEFF Research Database (Denmark)

Wray, K. Brad

2018-01-01

I aim to clarify the relevance of evidence from the history of science to the contemporary realism/anti-realism debate as the need for evidence from the history of science is often misunderstood or misrepresented.......I aim to clarify the relevance of evidence from the history of science to the contemporary realism/anti-realism debate as the need for evidence from the history of science is often misunderstood or misrepresented....

The effects of contextual learning instruction on science achievement of male and female tenth-grade students

Science.gov (United States)

Ingram, Samantha Jones

The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest

Science learning based on local potential: Overview of the nature of science (NoS) achieved

Science.gov (United States)

Wilujeng, Insih; Zuhdan Kun, P.; Suryadarma, IGP.

2017-08-01

The research concerned here examined the effectiveness of science learning conducted with local potential as basis from the point of a review of the NoS (nature of science) achieved. It used the non equivalent control group design and took place in the regions of Magelang and Pati, Province of Central Java, and the regions of Bantul and Sleman, Province of the Special Region of Yogyakarta. The research population consisted of students of the first and second grades at each junior high school chosen with research subjects sampled by means of cluster sampling. The instruments used included: a) an observation sheet, b) a written test, and c) a questionnaire. The learning and research instruments had been declared valid and reliable according to previous developmental research. In conclusion, the science learning based on local potential was effective in terms of all the NoS aspects.

Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects

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Everingham, Yvette L.; Gyuris, Emma; Connolly, Sean R.

2017-11-01

Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.

The effects of formative assessment on student self-regulation, motivational beliefs, and achievement in elementary science

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King, Melissa Digennaro

Goals 2000 set forth a bold vision for U.S. students: they would be "first in the world in science and mathematics" by the year 2000. Performance indicators such as the TIMSS-R (1999) and NAEP (2000) reports suggest that U.S. students have not yet reached that goal. This study intended to learn how specific assessment strategies might contribute to improved student performance in science. This quasi-experimental study investigated the effects of formative assessment with reflection on students' motivational beliefs, self-regulatory skills, and achievement in elementary science. The study aimed to find out whether and how classroom applications of formative assessment during science instruction might influence fifth-grade students' attitudes and self-perceptions about science learning, self-regulatory learning behaviors, and achievement. To explore the effects of the assessment intervention, the study utilized a mixed methods approach involving quantitative and qualitative investigations of treatment and control groups during a four-week intervention period. Quantitative measures included student self-report surveys administered pre- and post-treatment and an end-of-unit science test. Qualitative measures included classroom observations, student interviews (post-treatment), and a teacher interview (post-treatment). Findings indicated that the fifth-grade students in this study had positive attitudes toward science and high levels of self-efficacy for science. Results suggested that these elementary students employed a wide variety of cognitive and metacognitive strategies to support science learning. Findings revealed that these fifth graders believed formative assessment with reflection was beneficial for science learning outcomes. Research results did not show that the formative assessment intervention contributed to significant differences between treatment and control groups. However, the data revealed different levels of academic achievement and self

Comparison of student achievement among two science laboratory types: traditional and virtual

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Reese, Mary Celeste

Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.

Factors affecting student achievement in science: A study of teacher beliefs

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Hayes, Jonathan

This study employed a mixed methods and mixed model research design to explore secondary science teachers' beliefs. Specifically, this study focused on factors that secondary science teachers believe affect student achievement in science, and the extent to which teacher beliefs transfer to teacher practice. This study is significant because the outcomes may inform professional development and policy decisions at the school, district, and provincial level. Results from self-reporting data of 82 secondary science teachers indicate that teacher beliefs in each of the fourteen topics surveyed (Classroom Management, Learning Styles, Inclusion, Equity, Science-Technology-Society (STS), Formative Assessment, Summative Assessment, Constructivism, Thematic Approach, Hands-On/Minds-On Activities, The Nature of Science, Science Subject Matter, Electronic Learning and Cooperative Learning) are positive for most Prince Edward Island (P.E.I.) secondary science teachers. Furthermore, secondary science teachers reported having strong beliefs in their ability to affect student learning (self-efficacy beliefs). However, it is apparent from the survey and interview data that teachers believe there are other influential factors that are preventing some students from learning despite the teachers' best efforts and ability. Regarding implementation, this study indicates that beliefs and the enactment of beliefs in classroom practice are positively correlated. The data also shows that at least seventy percent of teachers reported that they implement practices consistent with all but two topics -- The Nature of Science and Electronic Learning -- at least once a week. The findings of this study are discussed in the context of the P.E.I. secondary science setting. Limitations and implications of this study are also addressed.

Teacher Learning in Technology Professional Development and Its Impact on Student Achievement in Science

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Lee, Hyunju; Longhurst, Max; Campbell, Todd

2017-01-01

This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their…

Mobilizing Science, Evidence and Technology for the Sendai Framework

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Calkins, J. A.

2015-12-01

In March 2015, UN member states adopted the Sendai Framework for Disaster Risk Reduction: 2015-2030. The Sendai Framework recognises the cross-cutting nature of DRR policy and calls on a range of stakeholders to help governments. The Sendai Framework sets the aim of achieving "the substantial reduction of disaster risk and losses in lives, livelihoods and health and in the economic, physical, social, cultural and environmental assets of persons, businesses, communities and countries" (para 16). The international science community is acknowledged as a key stakeholder in supporting countries to implement the Sendai Framework. With this call to action and the gravity of disaster risk escalating around the globe, it is now vital that scientific knowledge and research resources are shared and become accessible in a form that can directly support coordinated application. Recent work is presented on the DRR gaps voiced by governments and scientists across a range of science and technology related needs, including through the drafting process for the Sendai Framework. Across regions and development levels, countries are seeking to address specific gaps they face in scientific capacities and information. Considering the many existing programmes, research initiatives and resources already seeking to generate evidence on DRR at all scales, how can science and technology improve delivery? Models and case studies prompt a useful discussion on what does and does not work. We provide an example of recent work in the UK disasters research community to assess scientific and technical capacity and collaborative effort to fulfil the commitment of the Sendai Framework. While there is no one-size-fits-all, any implementation approach needs to take into account the extraordinary, dynamic and localised nature of disasters and needs to be able to deliver relevant information to decision-makers at national and local levels, in a timely manner.

Achieving Conservation Science that Bridges the Knowledge–Action Boundary

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Cook, Carly N; Mascia, Michael B; Schwartz, Mark W; Possingham, Hugh P; Fuller, Richard A

2013-01-01

There are many barriers to using science to inform conservation policy and practice. Conservation scientists wishing to produce management-relevant science must balance this goal with the imperative of demonstrating novelty and rigor in their science. Decision makers seeking to make evidence-based decisions must balance a desire for knowledge with the need to act despite uncertainty. Generating science that will effectively inform management decisions requires that the production of information (the components of knowledge) be salient (relevant and timely), credible (authoritative, believable, and trusted), and legitimate (developed via a process that considers the values and perspectives of all relevant actors) in the eyes of both researchers and decision makers. We perceive 3 key challenges for those hoping to generate conservation science that achieves all 3 of these information characteristics. First, scientific and management audiences can have contrasting perceptions about the salience of research. Second, the pursuit of scientific credibility can come at the cost of salience and legitimacy in the eyes of decision makers, and, third, different actors can have conflicting views about what constitutes legitimate information. We highlight 4 institutional frameworks that can facilitate science that will inform management: boundary organizations (environmental organizations that span the boundary between science and management), research scientists embedded in resource management agencies, formal links between decision makers and scientists at research-focused institutions, and training programs for conservation professionals. Although these are not the only approaches to generating boundary-spanning science, nor are they mutually exclusive, they provide mechanisms for promoting communication, translation, and mediation across the knowledge–action boundary. We believe that despite the challenges, conservation science should strive to be a boundary science, which

Increasing Mathematics and Science Achievement for Culturally Diverse Students through Teaching Training

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Mahon, Lee

1997-01-01

The purpose of this proposal was to field test and evaluate a Teacher Training program that would prepare teachers to increase the motivation and achievement of culturally diverse students in the areas of science and mathematics. Designed as a three year program, this report covers the first two years of the training program at the Ronald McNair School in the Ravenswood School district, using the resources of the NASA Ames Research Center and the California Framework for Mathematics and Science.

Impact of a school district's science reform effort on the achievement and attitudes of third- and fourth-grade students

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Shymansky, James A.; Yore, Larry D.; Anderson, John O.

2004-10-01

This article is about one school district's effort to reform its elementary science curriculum through a program of professional development called Science, Parents, Activities and Literature (Science PALs). The differential exposure of the district's K-6 teachers to Science PALs and differences in how well teachers implemented Science PALs-type inquiry strategies allowed us to conduct a quasi-experimental study of the impact of Science PALs on student achievement and attitudes. We measured achievement with an instrument based on items taken from the Third International Mathematics and Science Study (TIMSS; International Association for the Evaluation of Educational Achievement, [1997]) and selected attitudes about science with the Student Perceptions of Classroom Climate (SPOCC; Yore et al., [1998]), an instrument that we designed. Our analyses of student attitude scores as a function of years of teacher participation in Science PALs and supervisor's rating of a teacher's implementation of the project's instructional approaches showed a significant overall positive impact on student attitudes toward school science. Student TIMSS scores on multiple-choice items or constructed-response items did not improve significantly when analyzed by the number of years a student's teacher was involved in the Science PALs effort or by the supervisor's rating of that implementation. We found no significant differences in attitude or achievement scores among students taught by a series of teachers rated high, medium, or low in quality of implementation by the district's science supervisor. We discuss possible explanations for the lack of clear and positive connections between Science PALs and student performance in light of the increased focus on accountability in reform projects.

Consideration of Learning Orientations as an Application of Achievement Goals in Evaluating Life Science Majors in Introductory Physics

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Mason, Andrew J.; Bertram, Charles A.

2018-01-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics…

A Correlational Study of Graphic Organizers and Science Achievement of English Language Learners

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Clarke, William Gordon

English language learners (ELLs) demonstrate lower academic performance and have lower graduation and higher dropout rates than their non-ELL peers. The primary purpose of this correlational quantitative study was to investigate the relationship between the use of graphic organizer-infused science instruction and science learning of high school ELLs. Another objective was to determine if the method of instruction, socioeconomic status (SES), gender, and English language proficiency (ELP) were predictors of academic achievement of high school ELLs. Data were gathered from a New York City (NYC) high school fall 2012-2013 archival records of 145 ninth-grade ELLs who had received biology instruction in freestanding English as a second language (ESL) classes, followed by a test of their learning of the material. Fifty-four (37.2%) of these records were of students who had learned science by the conventional textbook method, and 91 (62.8%) by using graphic organizers. Data analysis employed the Statistical Package for the Social Sciences (SPSS) software for multiple regression analysis, which found graphic organizer use to be a significant predictor of New York State Regents Living Environment (NYSRLE) test scores (p < .01). One significant regression model was returned whereby, when combined, the four predictor variables (method of instruction, SES, gender, and ELP) explained 36% of the variance of the NYSRLE score. Implications of the study findings noted graphic organizer use as advantageous for ELL science achievement. Recommendations made for practice were for (a) the adoption of graphic organizer infused-instruction, (b) establishment of a protocol for the implementation of graphic organizer-infused instruction, and (c) increased length of graphic organizer instructional time. Recommendations made for future research were (a) a replication quantitative correlational study in two or more high schools, (b) a quantitative quasi-experimental quantitative study to

Inclusivity in the Classroom and International Achievement in Mathematics and Science: An Exploratory Study

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Barnard-Brak, Lucy; Wei, Tianlan; Schmidt, Marcelo; Sheffield, Rebecca

2014-01-01

Purpose: Few studies have examined the role of inclusivity in international assessments of student achievement, such as the TIMSS (Trends in International Mathematics and Science Study). The current study examined how the inclusivity of students with disabilities at the classroom level across countries may be associated with achievement scores,…

The Effect of Media on Preservice Science Teachers' Attitudes toward Astronomy and Achievement in Astronomy Class

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Bektasli, Behzat

2013-01-01

Studies show that it is hard to change students' attitudes toward science. This study specifically explored if media affect preservice science teachers' attitudes toward astronomy and their astronomy achievement. The sample for the pilot study consisted of 196 preservice science and mathematics teachers for attitude assessment and 230 preservice…

Performance-based alternative assessments as a means of eliminating gender achievement differences on science tests

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Brown, Norman Merrill

1998-09-01

Historically, researchers have reported an achievement difference between females and males on standardized science tests. These differences have been reported to be based upon science knowledge, abstract reasoning skills, mathematical abilities, and cultural and social phenomena. This research was designed to determine how mastery of specific science content from public school curricula might be evaluated with performance-based assessment models, without producing gender achievement differences. The assessment instruments used were Harcourt Brace Educational Measurement's GOALSsp°ler: A Performance-Based Measure of Achievement and the performance-based portion of the Stanford Achievement Testspcopyright, Ninth Edition. The identified independent variables were test, gender, ethnicity, and grade level. A 2 x 2 x 6 x 12 (test x gender x ethnicity x grade) factorial experimental design was used to organize the data. A stratified random sample (N = 2400) was selected from a national pool of norming data: N = 1200 from the GOALSsp°ler group and N = 1200 from the SAT9spcopyright group. The ANOVA analysis yielded mixed results. The factors of test, gender, ethnicity by grade, gender by grade, and gender by grade by ethnicity failed to produce significant results (alpha = 0.05). The factors yielding significant results were ethnicity, grade, and ethnicity by grade. Therefore, no significant differences were found between female and male achievement on these performance-based assessments.

Tools for evidence-based vascular nursing practice: Achieving information literacy for lifelong learning.

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Jameson, Jodi; Walsh, M Eileen

2017-12-01

Information literacy is essential in facilitating evidence-based practice (EBP) activities. In vascular nursing, the implementation of EBP is of utmost importance. Best practice grounded in research evidence can contribute to improved patient care outcomes for individuals with vascular disease. The following paper discusses information literacy competencies for nurses to develop in the context of EBP, with an emphasis on formulating a clinical question and searching for evidence. Relevant health science information resources are described, including their value and purpose in the 6S model of evidence. Also discussed are practical and supportive solutions with proven effectiveness in ensuring nurses' success with EBP. Copyright © 2017 Society for Vascular Nursing, Inc. Published by Elsevier Inc. All rights reserved.

Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

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Wang, Tzu-Ling; Tseng, Yi-Kuan

2015-01-01

The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

Study the relationship between medical sciences students’ self-esteem and academic achievement of Guilan university of medical sciences

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Jirdehi, Maryam Mirzaee; Asgari, Fariba; Tabari, Rasool; Leyli, Ehsan Kazemnejad

2018-01-01

BACKGROUND: Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014–2015. SUBJECTS AND METHODS: This is a descriptive–correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014–2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression. RESULTS: The results indicated a significant relationship between grade point average and educational self-esteem (P = 0.002, r = 0.135) and global self-esteem (P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem (P = 0.019, r = 0.102) and academic achievement (P = 0.007, r = 0.116) and global self-esteem (P = 0.020, r = 0.102). CONCLUSIONS: According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested. PMID:29693033

Study the relationship between medical sciences students' self-esteem and academic achievement of Guilan university of medical sciences.

Science.gov (United States)

Jirdehi, Maryam Mirzaee; Asgari, Fariba; Tabari, Rasool; Leyli, Ehsan Kazemnejad

2018-01-01

Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014-2015. This is a descriptive-correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014-2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression. The results indicated a significant relationship between grade point average and educational self-esteem ( P = 0.002, r = 0.135) and global self-esteem ( P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem ( P = 0.019, r = 0.102) and academic achievement ( P = 0.007, r = 0.116) and global self-esteem ( P = 0.020, r = 0.102). According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested.

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

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Clifford, Betsey A.

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

Strategies to Improve Students’ Educational Achievement Motivation at Guilan University of Medical Sciences

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Mahdokht Taheri

2015-12-01

Full Text Available Introduction: In view of the fact that motivation is linked directly to the learning process and educational achievement, this study endeavored to identify strategies to improve students’ educational achievement motivation at Guilan University of Medical Sciences. Methods: To conduct this descriptive-analytical study, 368 students from Guilan University of Medical Sciences were selected using simple random sampling from 2013-2014. All of the Guilan University of Medical Sciences’ students met the general eligibility criteria except guest students. The questionnaire included five domains of economic, socio-cultural, educational, geo-regional, and personality factors in educational achievement motivation. Through using descriptive and inferential statistics (Kolmogorov-Smirnov, Mann-Whitney U and Kruskal-Wallis tests, the compiled data were analyzed at the significance level of 0.05. Results: Data analysis revealed that socio-cultural factors have the maximum score (64.14 ± 9.92 and geo-regional factors have the minimum score (19.01±3.63 on the participants’ educational achievement motivation. What is more, a significant difference was revealed between educational field and educational effective factors as well as educational level and educational effective factors (p<0.011, p<0.004, respectively. Conclusion: Given that the socio-cultural factors had the maximum score on the students’ educational achievement motivation, it is recommended that university officials take these factors into account, and attempt to plan to provide appropriate strategies to enhance their students’ motivation, specifically their educational achievement motivation.

[Authentication of Trace Material Evidence in Forensic Science Field with Infrared Microscopic Technique].

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Jiang, Zhi-quan; Hu, Ke-liang

2016-03-01

In the field of forensic science, conventional infrared spectral analysis technique is usually unable to meet the detection requirements, because only very a few trace material evidence with diverse shapes and complex compositions, can be extracted from the crime scene. Infrared microscopic technique is developed based on a combination of Fourier-transform infrared spectroscopic technique and microscopic technique. Infrared microscopic technique has a lot of advantages over conventional infrared spectroscopic technique, such as high detection sensitivity, micro-area analysisand nondestructive examination. It has effectively solved the problem of authentication of trace material evidence in the field of forensic science. Additionally, almost no external interference is introduced during measurements by infrared microscopic technique. It can satisfy the special need that the trace material evidence must be reserved for witness in court. It is illustrated in detail through real case analysis in this experimental center that, infrared microscopic technique has advantages in authentication of trace material evidence in forensic science field. In this paper, the vibration features in infrared spectra of material evidences, including paints, plastics, rubbers, fibers, drugs and toxicants, can be comparatively analyzed by means of infrared microscopic technique, in an attempt to provide powerful spectroscopic evidence for qualitative diagnosis of various criminal and traffic accident cases. The experimental results clearly suggest that infrared microscopic technique has an incomparable advantage and it has become an effective method for authentication of trace material evidence in the field of forensic science.

The Effects of Online Homework on First Year Pre-Service Science Teachers' Learning Achievements of Introductory Organic Chemistry

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Ratniyom, Jadsada; Boonphadung, Suttipong; Unnanantn, Thassanant

2016-01-01

This study examined the effects of the introductory organic chemistry online homework on first year pre-service science teachers' learning achievements. The online homework was created using a web-based Google form in order to enhance the pre-service science teachers' learning achievements. The steps for constructing online homework were…

Physical sciences at Diamond: past achievements and future opportunities.

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McMorrow, D F

2015-03-06

The start of user operation at the Diamond Light Source in January 2007 marks a major milestone for the physical sciences in the UK. The routine delivery to the UK community of ultra-bright X-ray beams from the third-generation source has provided us with capabilities that were available previously only at international sources, and indeed has created some that are unique. Here, a personal view is given of some of the achievements to date, and possible future opportunities outlined. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

What Constitutes Science and Scientific Evidence: Roles of Null Hypothesis Testing

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Chang, Mark

2017-01-01

We briefly discuss the philosophical basis of science, causality, and scientific evidence, by introducing the hidden but most fundamental principle of science: the similarity principle. The principle's use in scientific discovery is illustrated with Simpson's paradox and other examples. In discussing the value of null hypothesis statistical…

Defining the Relationship of Student Achievement Between STEM Subjects Through Canonical Correlation Analysis of 2011 Trends in International Mathematics and Science Study (TIMSS) Data

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O'Neal, Melissa Jean

Canonical correlation analysis was used to analyze data from Trends in International Mathematics and Science Study (TIMSS) 2011 achievement databases encompassing information from fourth/eighth grades. Student achievement in life science/biology was correlated with achievement in mathematics and other sciences across three analytical areas: mathematics and science student performance, achievement in cognitive domains, and achievement in content domains. Strong correlations between student achievement in life science/biology with achievement in mathematics and overall science occurred for both high- and low-performing education systems. Hence, partial emphases on the inter-subject connections did not always lead to a better student learning outcome in STEM education. In addition, student achievement in life science/biology was positively correlated with achievement in mathematics and science cognitive domains; these patterns held true for correlations of life science/biology with mathematics as well as other sciences. The importance of linking student learning experiences between and within STEM domains to support high performance on TIMSS assessments was indicated by correlations of moderate strength (57 TIMSS assessments was indicated by correlations of moderate strength (57 mathematics, and other sciences. At the eighth grade level, students who built increasing levels of cognitive complexity upon firm foundations were prepared for successful learning throughout their educational careers. The results from this investigation promote a holistic design of school learning opportunities to improve student achievement in life science/biology and other science, technology, engineering, and mathematics (STEM) subjects at the elementary and middle school levels. While the curriculum can vary from combined STEM subjects to separated mathematics or science courses, both professional learning communities (PLC) for teachers and problem-based learning (PBL) for learners can be

Interaction between examination type, anxiety state, and academic achievement in college science; an action-oriented research

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Zoller, Uri; Ben-Chaim, David

The trait anxiety profile of future science teachers, as well as their preferences concerning types of examinations in science and mathematics, have been surveyed prior to the administration - within the various science courses - of several traditional and nontraditional types of examinations and the assessment of students' state anxieties as well as their respective performance, i.e., their academic achievements. Our major findings are that(a)Our students prefer by far examinations in which the emphasis is on understanding and analyzing rather than on knowing and remembering, that the use of any relevant material during the examinations be permitted, and that the time duration be practically unlimited (e.g., take-home-type examinations).(b)Students' state anxiety correlates with the type of the examination, with a tendency towards somewhat higher anxiety for females. The preferred types of examinations reduce test anxiety significantly, and result in higher grades accordingly.(c)The reduction of anxiety and the improvement in achievements as a function of the examination type are far more significant for low achievers compared with medium and high achievers.(d)Although teachers are aware of the student preferences, they persist in giving their students their own pet-type examinations.These results are discussed in terms of the implications for upgrading both science education and college student testing and assessment mechanisms.

Learning nanotechnology with texts and comics: the impacts on students of different achievement levels

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Lin, Shu-Fen; Lin, Huann-shyang

2016-05-01

Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two media which attract high-school students to learn science. A mixed-method quasi-experimental design was adopted. The participants were 697 grade ten students from eight schools with different levels of academic achievement. Two similar classes in each of the eight schools were assigned as the comic group or the text group. The results indicated that the science comic book benefited medium achievers more than the science text booklet did, but the contrary result was found for the high achievers. In comparison, the two media benefited the low achievers equally, but both had only a limited effect due to the students' lack of prior knowledge. We conclude four kinds of evidence, including perceived difficulty of comprehension, reasons for interest/disinterest, emotional perceptions of learning science, and learning time, to support the phenomenon of the learning benefit of media specific to certain achievers' science learning.

Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

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Herpratiwi; Darsono; Sasmiati; Pujiyatli

2018-01-01

Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

Linking research to practice: the rise of evidence-based health sciences librarianship.

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Marshall, Joanne Gard

2014-01-01

The lecture explores the origins of evidence-based practice (EBP) in health sciences librarianship beginning with examples from the work of Janet Doe and past Doe lecturers. Additional sources of evidence are used to document the rise of research and EBP as integral components of our professional work. FOUR SOURCES OF EVIDENCE ARE USED TO EXAMINE THE RISE OF EBP: (1) a publication by Doe and research-related content in past Doe lectures, (2) research-related word usage in articles in the Bulletin of the Medical Library Association and Journal of the Medical Library Association between 1961 and 2010, (3) Medical Library Association activities, and (4) EBP as an international movement. These sources of evidence confirm the rise of EBP in health sciences librarianship. International initiatives sparked the rise of evidence-based librarianship and continue to characterize the movement. This review shows the emergence of a unique form of EBP that, although inspired by evidence-based medicine (EBM), has developed its own view of evidence and its application in library and information practice. Health sciences librarians have played a key role in initiating, nurturing, and spreading EBP in other branches of our profession. Our close association with EBM set the stage for developing our own EBP. While we relied on EBM as a model for our early efforts, we can observe the continuing evolution of our own unique approach to using, creating, and applying evidence from a variety of sources to improve the quality of health information services.

Linking research to practice: the rise of evidence-based health sciences librarianship*

Science.gov (United States)

Marshall, Joanne Gard

2014-01-01

Purpose: The lecture explores the origins of evidence-based practice (EBP) in health sciences librarianship beginning with examples from the work of Janet Doe and past Doe lecturers. Additional sources of evidence are used to document the rise of research and EBP as integral components of our professional work. Methods: Four sources of evidence are used to examine the rise of EBP: (1) a publication by Doe and research-related content in past Doe lectures, (2) research-related word usage in articles in the Bulletin of the Medical Library Association and Journal of the Medical Library Association between 1961 and 2010, (3) Medical Library Association activities, and (4) EBP as an international movement. Results: These sources of evidence confirm the rise of EBP in health sciences librarianship. International initiatives sparked the rise of evidence-based librarianship and continue to characterize the movement. This review shows the emergence of a unique form of EBP that, although inspired by evidence-based medicine (EBM), has developed its own view of evidence and its application in library and information practice. Implications: Health sciences librarians have played a key role in initiating, nurturing, and spreading EBP in other branches of our profession. Our close association with EBM set the stage for developing our own EBP. While we relied on EBM as a model for our early efforts, we can observe the continuing evolution of our own unique approach to using, creating, and applying evidence from a variety of sources to improve the quality of health information services. PMID:24415915

Teaching Scientists to Communicate: Evidence-Based Assessment for Undergraduate Science Education

Science.gov (United States)

Mercer-Mapstone, Lucy; Kuchel, Louise

2015-01-01

Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace--a problem faced in the UK and…

Response to Marie Paz Morales' ``Influence of culture and language sensitive physics on science attitude achievement''

Science.gov (United States)

Cole, Mikel Walker

2015-12-01

This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript.

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

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Dosanjh, Navdeep Kaur

2011-12-01

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

The relationship of attitudes toward science, cognitive style, and self-concept to achievement in chemistry at the secondary school level

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Kirk, Gerald Richard

There is currently a crisis in science education in the United States. This statement is based on the National Science Foundation's report stating that the nation's students, on average, still rank near the bottom in science and math achievement internationally. This crisis is the background of the problem for this study. This investigation studied learner variables that were thought to play a role in teaching chemistry at the secondary school level, and related them to achievement in the chemistry classroom. Among these, cognitive style (field dependence/independence), attitudes toward science, and self-concept had been given considerable attention by researchers in recent years. These variables were related to different competencies that could be used to measure the various types of achievement in the chemistry classroom at the secondary school level. These different competencies were called academic, laboratory, and problem solving achievement. Each of these chemistry achievement components may be related to a different set of learner variables, and the main purpose of this study was to investigate the nature of these relationships. Three instruments to determine attitudes toward science, cognitive style, and self-concept were used for data collection. Teacher grades were used to determine chemistry achievement for each student. Research questions were analyzed using Pearson Product Moment Correlation Coefficients and t-tests. Results indicated that field independence was significantly correlated with problem solving, academic, and laboratory achievement. Educational researchers should therefore investigate how to teach students to be more field independent so they can achieve at higher levels in chemistry. It was also true that better attitudes toward the social benefits and problems that accompany scientific progress were significantly correlated with higher achievement on all three academic measures in chemistry. This suggests that educational researchers

Gender Gaps in Mathematics, Science and Reading Achievements in Muslim Countries: A Quantile Regression Approach

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Shafiq, M. Najeeb

2013-01-01

Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15-year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan,…

Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

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Wolf, Stephen J.; Fraser, Barry J.

2008-01-01

This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…

Achieving What Political Science Is For

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Isacoff, Jonathan B.

2014-01-01

This article argues for a political science discipline and teaching framework predicated empirically on the study of "real-world problems" and normatively on promoting civic engagement among political science students. I argue for a rethinking of political science and political science education in view of the pragmatist thought of John…

Achievement Motivation and Academic Motivation among Students of Kermanshah University of Medical Sciences in 2013

OpenAIRE

Firoozeh Khamoushi; Arash Parsa Moghaddam; Mahtab Sadeghi; Ali Akbar Parvizifard; Akram Ahmadzadeh

2016-01-01

Introduction: Students are often similar in terms of learning ability and talent. However, there are remarkable differences in their academic performance during their schooling, which can be due to the differences in their academic motivation and achievement motivation. The current study was carried out to compare achievement motivation and academic achievement among the students of Kermanshah University of Medical Sciences (KUMS) in 2013. Methods: In this descriptive Analytical cross-sec...

The Impact of Single-Sex and Coeducational Schooling on Participation and Achievement in Science: A 10-Year Perspective.

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McEwen, Alex; Knipe, Damian; Gallagher, Tony

1997-01-01

Examines the impact of government science education policy through the uptake of science A level subjects and patterns of attainment among boys and girls. Whereas recent evidence from Britain has been popularly interpreted as showing the educational advantage of single-sex schooling, the evidence of this study suggests that pupils are more likely…

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

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Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately. Conclusions:There is little consistency in the approaches being used by teachers to assess science in English primary schools. Nevertheless

Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

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Roberts, Patrice Helen

This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

Using the Learning Together Strategy to Affect Student Achievement in Physical Science

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Campbell, Manda D.

2013-01-01

Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in…

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

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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…

Response to Marie Paz Morales' "Influence of Culture and Language Sensitive Physics on Science Attitude Achievement"

Science.gov (United States)

Cole, Mikel Walker

2015-01-01

This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript. [For "Influence of…

Selected personality traits and achievement motivation in university students of physical culture, education and natural sciences

Directory of Open Access Journals (Sweden)

Martin Sigmund

2013-09-01

Full Text Available BACKGROUND: Understanding personality variables and other important psychological traits in the university population appears topical particularly with respect to personality, motivation, health as well as overall academic achievement. A significant role is played by correlations of the monitored variables in relation to selected study specialization. OBJECTIVE: The main objective of the present study is to extend the knowledge on selected personality traits and the level of achievement motivation in a specific group of university students with respect to the diversity of their study specialization. METHODS: The study included a total of 522 students from Palacký University. These were students from the Faculty of Physical Culture (n = 118, Faculty of Education (n = 218 and Faculty of Science (n = 186. In terms of age, the study focused on young adults aged 19 to 26. In the research, psychodiagnostic methods were used to perform diagnostics and to fulfil the overall research plan. All diagnostic methods used are fully standardized and contain domestic normative values. We monitored variables such as personality, achievement motivation and achievement anxiety. Statistical result processing was conducted using the Statgraphics programme v. 9.0. Result processing was made using parametric as well as non-parametric statistical methods (Shapiro-Wilk, Mann-Whitney, Kruskal-Wallis, Spearman’s correlation. RESULTS: University students specialized in physical culture showed the highest values of extraversion and psychoticism, and clearly the lowest values of neuroticism compared to the students of education and natural sciences. The highest values of openness were observed in the students specialized in sports. In terms of the overall achievement motivation related to study specialization, almost identical values were observed. However, the students of physical culture showed significantly lower values of achievement debilitating anxiety

Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study

NARCIS (Netherlands)

Savelsbergh, E.R.; Prins, G.T.; Rietbergen, C.; Fechner, S.; Vaessen, B.E.; Draijer, J.M.; Bakker, A.

2016-01-01

Many teaching approaches have been tried to improve student attitudes and achievement in science and mathematics education. Achievement effects have been synthesized, but a systematic overview of attitude effects is missing. This study provides a meta analytic review based on 56 publications

The Impact of Color-Coding Freshmen Integrated-Science Assignments on Student Achievement

Science.gov (United States)

Sturdivant Allen, Anita Kay

Students in Grade 9 exhibit high rates of grade retention and absenteeism. Educators have used different strategies that will increase the achievement of those students. The purpose of this study was to determine whether a relationship existed between student achievement and the strategy to use colored paper for Grade 9 science assignments and tests. Itten's color theory provided the theoretical framework. Itten was one of the first researchers to explore the notion that the human eye can detect wavelengths as colors and that those colors can engage and create order in the human brain. A sample of students assigned to 4 classroom teachers at one high school who volunteered to take part in the study for 18 weeks were used in this quantitative study. Teachers administered student assessments on blue, green, yellow, and white paper. Each class was assigned 1 of the 4 colors for 4.5 weeks. The classes were then assigned a different color for the same length of time until each class had exposure to all 4 colors. Physical science exams given to students in the same grade or subject were used as the dependent variable. An ANOVA indicated that the groups using blue paper scored the highest on the physical science exams; students who used white paper earned the lowest scores. When comparing all 3 groups using colored paper (all three colored paper groups combined into one group) to the white paper groups, t-test results indicated that students using any colored paper scored higher than students using white paper. Further research on the impact of colored paper on student academic performance is necessary. Implications for positive social change indicate that new knowledge about instructional tools that impact student achievement deserves more attention.

Implications of a Cognitive Science Model Integrating Literacy in Science on Achievement in Science and Reading: Direct Effects in Grades 3-5 with Transfer to Grades 6-7

Science.gov (United States)

Romance, Nancy; Vitale, Michael

2017-01-01

Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3-4-5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and…

The association between academic engagement and achievement in health sciences students

Science.gov (United States)

2013-01-01

Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

The role of science in achieving sustainability

International Nuclear Information System (INIS)

Dragan, Gleb

2004-01-01

transformation (knowledge of sustainability goals); - Develop vision strategies and collective action capacities to shape transformation processes (knowledge of transformation strategies). A growing body of research on technological change can be found in main stream economic research. Recently new concepts and models have been developed that strengthen the economic basic for transformation and transformation research Science is needed to better understand the carrying capacity of the earth; how much material flow the earth can take. Science is needed both in technology and in environmental change. The social and human sciences too will help us to understand better how to get people to change their collective actions, how to make sustainability a new culture. Research is needed to develop and establish this new culture, and here human and social sciences play an important role. The advent of global environmental change, with its complexities, uncertainties an substantial displacement into the future tense, brings new challenges and tasks for science, public and policy maker. The world cannot afford to sit back and await the empirical evidence. The luxury of unhurried scientific curiosity must be replaced by more urgent attempt to estimate the dimensions of this problem and then feed this information, with all its imperfections and assumptions, into the policy arena. Consideration of human health is a central issue in the emerging international discourse on sustainable development. The terminology help to better understand the problems. It is known that in terminology the concept is commercial for characterising the nature of the subject specificity of terms. The theoretical and practical treatment of terms corresponds to the definition of terms. In scientific literature are mentioned many definitions of terms. The more complex presentation is done by Alen Welburn. Some of these terms are presented in this report. (authors)

Student's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement

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Ellwood, Robin; Abrams, Eleanor

2017-02-01

This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged 13-14 years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on 46 % of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a

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

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McHugh, Luisa

Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to improved student perception of the integration of science and mathematics. Although there is adequate literature to substantiate students' positive responses to integration in terms of attitudes, there has been little empirical data to support significant academic improvement when both disciplines are taught in an integrated method. This research study, conducted at several school districts on Long Island and New York City, New York, examined teachers' attitudes toward integration and students' attitudes about, and achievement on assessments in, an integrated 8th grade science classroom compared to students in a non-integrated classroom. An examination of these parameters was conducted to analyze the impact of the sizeable investment of time and resources needed to teach an integrated curriculum effectively. These resources included substantial teacher training, planning time, collaboration with colleagues, and administration of student assessments. The findings suggest that students had positive outcomes associated with experiencing an integrated science and mathematics curriculum, though these were only weakly correlated with teacher confidence in implementing the integrated model successfully. The positive outcomes included the ability of students to understand scientific concepts within a concrete mathematical framework, improved confidence in applying mathematics to scientific ideas, and increased agreement with the usefulness of mathematics in interpreting science concepts. Implications of these research findings may be of benefit to educators and policymakers looking to adapt integrated curricula in order to

School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence from Panel Data

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Kraft, Matthew A.; Marinell, William H.; Yee, Darrick

2015-01-01

In education, there is ample evidence that some schools far outperform others at raising student achievement even when accounting for differences in the students they serve and the resources at their disposal. Differences in the human capital stock of teachers across schools cannot fully account for the differential productivity across schools. In…

Male Saudi Arabian freshman science majors at Jazan University: Their perceptions of parental educational practices on their science achievements

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Alrehaly, Essa D.

Examination of Saudi Arabian educational practices is scarce, but increasingly important, especially in light of the country's pace in worldwide mathematics and science rankings. The purpose of the study is to understand and evaluate parental influence on male children's science education achievements in Saudi Arabia. Parental level of education and participant's choice of science major were used to identify groups for the purpose of data analysis. Data were gathered using five independent variables concerning parental educational practices (attitude, involvement, autonomy support, structure and control) and the dependent variable of science scores in high school. The sample consisted of 338 participants and was arbitrarily drawn from the science-based colleges (medical, engineering, and natural science) at Jazan University in Saudi Arabia. The data were tested using Pearson's analysis, backward multiple regression, one way ANOVA and independent t-test. The findings of the study reveal significant correlations for all five of the variables. Multiple regressions revealed that all five of the parents' educational practices indicators combined together could explain 19% of the variance in science scores and parental attitude toward science and educational involvement combined accounted for more than 18% of the variance. Analysis indicates that no significant difference is attributable to parental involvement and educational level. This finding is important because it indicates that, in Saudi Arabia, results are not consistent with research in Western or other Asian contexts.

Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement

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Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe

2017-01-01

The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…

Analyzing Turkey's data from TIMSS 2007 to investigate regional disparities in eighth grade science achievement

Science.gov (United States)

Erberber, Ebru

Turkey is expected to be a full member of the European Union (EU) by 2013. In the course of its integration into the EU, Turkey has been simultaneously facing access, quality, and equity issues in education. Over the past decade, substantial progress has been made on increasing the access. However, improving the country's low level of education quality and achieving equity in quality education across the regions continue to be a monumental challenge in Turkey. Most recently, results from the Trends in International Mathematics and Science Study (TIMSS) 2007 indicated that Turkey's educational achievement at the eighth grade, the end of compulsory primary education in Turkey, was far below that of other countries in the EU. Considering Turkey's long standing socioeconomic disparities between the western and eastern parts of the country, the challenges of improving overall education quality are coupled with the challenges of achieving equity in learning outcomes for students across the regions. This dissertation used data from TIMSS 2007 to document the extent of Turkey's regional differences in science achievement at the eighth grade and to investigate factors associated with these differences. Findings from a series of analyses using hierarchical linear models suggested that attempts to increase Turkish students' achievement and close the achievement gaps between regions should target the students in the undeveloped regions, particularly in Southeastern Anatolia and Eastern Anatolia. Designing interventions to improve competency in Turkish and to compensate for the shortcomings of insufficient parental education, limited home educational resources, poor school climate for academic achievement, and inadequate instructional equipment and facilities might be expected to close the regional achievement gaps as well as raise the overall achievement level in Turkey.

Confidence in Science and Achievement Outcomes of Fourth-Grade Students in Korea: Results from the TIMSS 2011 Assessment

Science.gov (United States)

House, J. Daniel; Telese, James A.

2017-01-01

Findings from assessments of fourth-grade science have indicated that students in Korea scored higher than international averages. Research results have also shown that attitudes toward science were related to achievement outcomes for Korean students. The purpose of this study was to examine the relationship between confidence in science and…

Science homework with video directions for parents: The impact on parental involvement and academic achievement

Science.gov (United States)

Hooker, Kathy L.

The benefits of effective parental involvement in education have been well documented and can be far reaching. When educators make an effort to involve families, parental involvement can be even more meaningful. Homework is a commonly practiced and accepted connection between school and home and affords parents many opportunities to interact with their children on educational endeavors. However, parental involvement may be limited because educators do not reach out to parents, parents feel their children do not need their help, or parents are unfamiliar with the content and therefore unable to help. The purpose of this study was too develop and implement a tool to enhance parental involvement and academic achievement of fourth grade science students. The tool used in this study was a weekly science video to be viewed by parents when it accompanied science homework assignments. To begin, the researcher created six science videos for parents to watch that supplemented weekly homework assignments. Consequently, the researcher set up treatment and comparison groups to test the effectiveness of the supplemental videos in terms of parental involvement and academic achievement. A mixed methods approach was used to collect data from parents and students throughout the study. A combination of quantitative and qualitative data was collected throughout this study from both parents and students. Additionally, data was collected from a variety of sources including baseline, midpoint, and endpoint surveys; scores on homework assignments; and focus group interview sessions with parents and students. Data analysis revealed an overall positive impact on parental involvement and academic achievement when the videos were utilized.

The effectiveness of Family Science and Technology Workshops on parental involvement, student achievement, and student curiosity

Science.gov (United States)

Kosten, Lora Bechard

The literature suggests that parental involvement in schools results in positive changes in students and that schools need to provide opportunities for parents to share in the learning process. Workshops are an effective method of engaging parents in the education of their children. This dissertation studies the effects of voluntary Family Science and Technology Workshops on elementary children's science interest and achievement, as well as on parents' collaboration in their child's education. The study involved 35 second and third-grade students and their parents who volunteered to participate. The parental volunteers were randomly assigned to either the control group (children attending the workshops without a parent) or the treatment group (children attending the workshops with a parent). The study was conducted in the Fall of 1995 over a four-week period. The Analysis of Variance (ANOVA) and Kruskal-Wallis tests were used to determine the effects of the workshops on children's science achievement and science curiosity, as well as on parents' involvement with their child's education. The study revealed that there was no significant statistical difference at the.05 level between the treatment/control groups in children's science achievement or science curiosity, or in parent's involvement with their children's education. However, the study did focus parental attention on effective education and points the way to more extensive research in this critical learning area. This dual study, that is, the effects of teaching basic technology to young students with the support of their parents, reflects the focus of the Salve Regina University Ph.D. program in which technology is examined in its effects on humans. In essence, this program investigates what it means to be human in an age of advanced technology.

Sensitivity Achieved by the LIGO and Virgo Gravitational Wave Detectors during LIGO's Sixth and Virgo's Second and Third Science Runs

OpenAIRE

Abadie, J.; Abbott, B.; Abbott, R.; Abbott, T.; Abernathy, M.; Accadia, T.; Acernese, F.; Adams, C.; Adhikari, R.; Affeldt, C.; Agathos, M.; Ajith, P.; Allen, B.; Allen, G.; Amador Ceron, E.

2012-01-01

We summarize the sensitivity achieved by the LIGO and Virgo gravitational wave detectors for low-mass compact binary coalescence (CBC) searches during LIGO's sixth science run and Virgo's second and third science runs. We present strain noise power spectral densities (PSDs) which are representative of the typical performance achieved by the detectors in these science runs. The data presented here and in the accompanying web-accessible data files are intended to be released to the public as a ...

Factors Predicting Turkish and Korean Students' Science and Mathematics Achievement in TIMSS 2011

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Topçu, Mustafa Sami; Erbilgin, Evrim; Arikan, Serkan

2016-01-01

This study makes an important contribution to an expanding body of international comparative studies by exploring factors predicting differences in science and mathematics achievement by students in Turkey and the Republic of Korea on the 2011 TIMSS assessment. While these countries are similar with regards to population size, cultural beliefs…

Parent Involvement and Science Achievement: A Cross-Classified Multilevel Latent Growth Curve Analysis

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Johnson, Ursula Y.; Hull, Darrell M.

2014-01-01

The authors examined science achievement growth at Grades 3, 5, and 8 and parent school involvement at the same time points using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999. Data were analyzed using cross-classified multilevel latent growth curve modeling with time invariant and varying covariates. School-based…

The science experience: The relationship between an inquiry-based science program and student outcomes

Science.gov (United States)

Poderoso, Charie

Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

Frames of scientific evidence: How journalists represent the (un)certainty of molecular medicine in science television programs.

Science.gov (United States)

Ruhrmann, Georg; Guenther, Lars; Kessler, Sabrina Heike; Milde, Jutta

2015-08-01

For laypeople, media coverage of science on television is a gateway to scientific issues. Defining scientific evidence is central to the field of science, but there are still questions if news coverage of science represents scientific research findings as certain or uncertain. The framing approach is a suitable framework to classify different media representations; it is applied here to investigate the frames of scientific evidence in film clips (n=207) taken from science television programs. Molecular medicine is the domain of interest for this analysis, due to its high proportion of uncertain and conflicting research findings and risks. The results indicate that television clips vary in their coverage of scientific evidence of molecular medicine. Four frames were found: Scientific Uncertainty and Controversy, Scientifically Certain Data, Everyday Medical Risks, and Conflicting Scientific Evidence. They differ in their way of framing scientific evidence and risks of molecular medicine. © The Author(s) 2013.

The Correlation between Pre-Service Science Teachers' Astronomy Achievement, Attitudes towards Astronomy and Spatial Thinking Skills

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Türk, Cumhur

2016-01-01

The purpose of this study was to examine the changes in pre-service Science teachers' astronomy achievement, attitudes towards astronomy and skills for spatial thinking in terms of their years of study. Another purpose of the study was to find out whether there was correlation between pre-service teachers' astronomy achievement, attitudes towards…

PERSISTENCE AND ACADEMIC ACHIEVEMENT IN FOREIGN LANGUAGE IN NATURAL SCIENCES STUDENTS

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Alexandr I Krupnov

2017-12-01

Full Text Available The article discusses the results of empirical study of the association between variables of persistence and academic achievement in foreign languages. The sample includes students of the Faculty of Physics, Mathematics and Natural Science at the RUDN University ( n = 115, divided into 5 subsamples, two of which are featured in the present study (the most and the least successful students subsamples. Persistence as a personality trait is studied within A.I. Krupnov’s system-functional approach. A.I. Krupnov’s paper-and-pencil test was used to measure persistence variables. Academic achievement was measured according to the four parameters: Phonetics, Grammar, Speaking and Political vocabulary based on the grades students received during the academic year. The analysis revealed that persistence displays different associations with academic achievement variables in more and less successful students subsamples, the general prominence of this trait is more important for unsuccessful students. Phonetics is the academic achievement variable most associated with persistence due to its nature, a skill one can acquire through hard work and practice which is the definition of persistence. Grammar as an academic achievement variable is not associated with persistence and probably relates to other factors. Unsuccessful students may have difficulties in separating various aspects of language acquisition from each other which should be taken into consideration by the teachers.

Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School: Trends and Predictors

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Quinn, David M.; Cooc, North

2015-01-01

Research on science achievement disparities by gender and race/ethnicity often neglects the beginning of the pipeline in the early grades. We address this limitation using nationally representative data following students from Grades 3 to 8. We find that the Black-White science test score gap (-1.07 SD in Grade 3) remains stable over these years,…

Effect of Demonstration Method of Teaching on Students' Achievement in Agricultural Science

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Daluba, Noah Ekeyi

2013-01-01

The study investigated the effect of demonstration method of teaching on students' achievement in agricultural science in secondary school in Kogi East Education Zone of Kogi State. Two research questions and one hypothesis guided the study. The study employed a quasi-experimental research design. The population for the study was 18225 senior…

The Influence of Achievement Goals on Online Help Seeking of Computer Science Students

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Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe

2017-01-01

This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer…

Deconstructing the evidence-based discourse in health sciences: truth, power and fascism.

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Holmes, Dave; Murray, Stuart J; Perron, Amélie; Rail, Geneviève

2006-09-01

Background  Drawing on the work of the late French philosophers Deleuze and Guattari, the objective of this paper is to demonstrate that the evidence-based movement in the health sciences is outrageously exclusionary and dangerously normative with regards to scientific knowledge. As such, we assert that the evidence-based movement in health sciences constitutes a good example of microfascism at play in the contemporary scientific arena. Objective  The philosophical work of Deleuze and Guattari proves to be useful in showing how health sciences are colonised (territorialised) by an all-encompassing scientific research paradigm - that of post-positivism - but also and foremost in showing the process by which a dominant ideology comes to exclude alternative forms of knowledge, therefore acting as a fascist structure. Conclusion  The Cochrane Group, among others, has created a hierarchy that has been endorsed by many academic institutions, and that serves to (re)produce the exclusion of certain forms of research. Because 'regimes of truth' such as the evidence-based movement currently enjoy a privileged status, scholars have not only a scientific duty, but also an ethical obligation to deconstruct these regimes of power.

Relationship between Self-Efficacy and Academic Achievement of Zahedan Medical Sciences Students in 2016

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Azizollah Arbabisarjou

2016-07-01

Full Text Available Students with higher self-efficacy utilize higher tendency, endeavor, and strength in performing academic tasks and feel ensure of their ability, thus self-efficacy can influence their academic achievement. Current study was conducted aiming at investigating relationship between self-efficacy and academic achievement of students of Zahedan University of Medical Sciences. It is a descriptive – analytical research on 190 students of Zahedan University of Medical Sciences during 2015 – 2016. Subjects were selected randomly and two-part questionnaire was used as data collection tool. First part was related to demographic characteristics and second part was related to self-efficacy questionnaire. Finally data were analyzed by SPSS 19 Software using deceptive statistics, Pearson correlation and independent t. Average age of individuals was 21.46 ± 312 and 82 students were female.Relationship between gender and self-efficacy of students was significant and self-efficacy was higher in females. But relationship between gender and academic achievementis not significant. Relationship between age and academic achievement was not significant. Relationship between self-efficacy and academic achievement of students was measured through Pearson correlation test and significant relationship was observed. People with higher selfefficacy have more optimal academic status compared to people with low self-efficacy and there is direct positive relationship between GPA and self-efficacy.

A multi-level differential item functioning analysis of trends in international mathematics and science study: Potential sources of gender and minority difference among U.S. eighth graders' science achievement

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Qian, Xiaoyu

Science is an area where a large achievement gap has been observed between White and minority, and between male and female students. The science minority gap has continued as indicated by the National Assessment of Educational Progress and the Trends in International Mathematics and Science Studies (TIMSS). TIMSS also shows a gender gap favoring males emerging at the eighth grade. Both gaps continue to be wider in the number of doctoral degrees and full professorships awarded (NSF, 2008). The current study investigated both minority and gender achievement gaps in science utilizing a multi-level differential item functioning (DIF) methodology (Kamata, 2001) within fully Bayesian framework. All dichotomously coded items from TIMSS 2007 science assessment at eighth grade were analyzed. Both gender DIF and minority DIF were studied. Multi-level models were employed to identify DIF items and sources of DIF at both student and teacher levels. The study found that several student variables were potential sources of achievement gaps. It was also found that gender DIF favoring male students was more noticeable in the content areas of physics and earth science than biology and chemistry. In terms of item type, the majority of these gender DIF items were multiple choice than constructed response items. Female students also performed less well on items requiring visual-spatial ability. Minority students performed significantly worse on physics and earth science items as well. A higher percentage of minority DIF items in earth science and biology were constructed response than multiple choice items, indicating that literacy may be the cause of minority DIF. Three-level model results suggested that some teacher variables may be the cause of DIF variations from teacher to teacher. It is essential for both middle school science teachers and science educators to find instructional methods that work more effectively to improve science achievement of both female and minority students

A Cross-grade Comparison to Examine the Context Effect on the Relationships Among Family Resources, School Climate, Learning Participation, Science Attitude, and Science Achievement Based on TIMSS 2003 in Taiwan

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Chen, Shin-Feng; Lin, Chien-Yu; Wang, Jing-Ru; Lin, Sheau-Wen; Kao, Huey-Lien

2012-09-01

This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who participated in TIMSS 2003 in Taiwan. Using structural equation modeling, the results showed that family resources had significant positive effects for both groups of learners. Furthermore, a context effect for the structural relationship between school climate, learning participation, and science achievement was revealed. In the primary school context, Grade 4 students who perceived positive school climate participated in school activities more actively, and had better science performance. However, in the secondary school context, learning participation had a negative impact and led to lower science achievement. The implications about this result in relation to the characteristics of the two educational contexts in Taiwan were further discussed.

Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology

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Huppert, J.; Michal Lomask, S.; Lazarowitz, R.

2002-08-01

Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills.

Teacher Research Experience Programs = Increase in Student Achievement

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Dubner, J.

2010-12-01

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.

The Effects of Classroom Instructional Strategies on Science Achievement of Elementary-School Students in Japan: Findings from the Third International Mathematics and Science Study (TIMSS)

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House, J. Daniel

2006-01-01

This article deals with the Third International Mathematics and Science Study (TIMSS). TIMSS has provided a comprehensive assessment of educational contexts and mathematics and science achievement (National Research Council, 1999). The initial TIMSS assessment was conducted in 1995 (TIMSS 1995) and several studies have examined factors related to…

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

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Ural, Evrim

2016-01-01

The study aims to search the effect of guided inquiry laboratory experiments on students' attitudes towards chemistry laboratory, chemistry laboratory anxiety and their academic achievement in the laboratory. The study has been carried out with 37 third-year, undergraduate science education students, as a part of their Science Education Laboratory…

Bulgarian Contribution to World Science and Main Criteria for Assessing the Achievements of Scientists [In Bulgarian

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B.V. Toshev

2011-12-01

Full Text Available The status and the new developments in world science are both discussed. The transition from the ‘normal science’ (Kuhn to the ‘post-normal science’ (Funtowicz & Ravetz is commented. The integration processes in science, the mass higher education and its mcdonaldization are also considered. The difference between ‘science’ and ‘surrogate science’ is explained. The existence of marginal journals as an attribute of the surrogate science is discussed. Such a broad-based consideration allows a realistic assess of the contribution of Bulgarian scientists in the development of world science to be made. Some of the most important scientific achievements made by Bulgarians are listed.

The Science of Sex Differences in Science and Mathematics

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Halpern, Diane F.; Benbow, Camilla P.; Geary, David C.; Gur, Ruben C.; Hyde, Janet Shibley; Gernsbacher, Morton Ann

2014-01-01

Summary Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability—including the effects of family, neighborhood, peer, and school

What factors help or hinder the achievement of low SES students? An international comparison using TIMSS 2011 8th grade science data

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Bruner, Justin L.

Focusing on science from a cross-country perspective, this study explores the relationship between 8th grade science achievement and student, teacher, and school characteristics. More specifically, this study will pay special attention to low socio-economic status (SES) students and seek to understand why some disadvantaged students are able to have higher than expected achievement in science given their SES while other disadvantaged students are not able to achieve beyond what would be expected given their background. This study will explore the multi-level relationship between the characteristics of students, their teachers, their schools, and student achievement in science. While looking at students in classrooms and in schools, this work will create as precise as possible a measure of student SES by drawing on recommendations of an expert panel commissioned by the National Association of Educational Progress (NAEP) study. The study uses the most recent cycle (2011) of the Trends in International Math and Science Study (TIMSS), to strategically select a six-country sample from the 45 participating countries. This six-country sample was selected by using the country level achievement and the standard deviation of that achievement. This will create a sample that has a range of equality in achievement and strength in achievement. This allows for making comparisons both across and within countries to better understand variations in the factors of student performance, especially for disadvantaged students. This paper builds on the existing research around socio-economic status (SES) and achievement by exploring in more detail the conditions in schools and classrooms around the world that might magnify or reduce the effect of SES on student achievement. The analysis looks at these questions: "What conditions help low SES students achieve higher than what would be expected given their SES?" and "What conditions hinder low SES students to achieve at or below what would

Understanding the Gender Gap in Science and Engineering: Evidence from the Chilean College Admissions Tests

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Gándara, Fernanda; Silva, Monica

2016-01-01

This study seeks to develop a better understanding of the underrepresentation of women in science and engineering by analyzing the gender gaps (a) in the interest in pursuing a science degree and (b) on science achievement. We use national-level college admissions data to examine gender differences and to explore the association between these…

Achieving open access to conservation science.

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Fuller, Richard A; Lee, Jasmine R; Watson, James E M

2014-12-01

Conservation science is a crisis discipline in which the results of scientific enquiry must be made available quickly to those implementing management. We assessed the extent to which scientific research published since the year 2000 in 20 conservation science journals is publicly available. Of the 19,207 papers published, 1,667 (8.68%) are freely downloadable from an official repository. Moreover, only 938 papers (4.88%) meet the standard definition of open access in which material can be freely reused providing attribution to the authors is given. This compares poorly with a comparable set of 20 evolutionary biology journals, where 31.93% of papers are freely downloadable and 7.49% are open access. Seventeen of the 20 conservation journals offer an open access option, but fewer than 5% of the papers are available through open access. The cost of accessing the full body of conservation science runs into tens of thousands of dollars per year for institutional subscribers, and many conservation practitioners cannot access pay-per-view science through their workplace. However, important initiatives such as Research4Life are making science available to organizations in developing countries. We urge authors of conservation science to pay for open access on a per-article basis or to choose publication in open access journals, taking care to ensure the license allows reuse for any purpose providing attribution is given. Currently, it would cost $51 million to make all conservation science published since 2000 freely available by paying the open access fees currently levied to authors. Publishers of conservation journals might consider more cost effective models for open access and conservation-oriented organizations running journals could consider a broader range of options for open access to nonmembers such as sponsorship of open access via membership fees. © 2014 The Authors. Conservation Biology published by Wiley Periodicals, Inc., on behalf of the Society for

"Earth, Sun and Moon": Computer Assisted Instruction in Secondary School Science--Achievement and Attitudes

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Ercan, Orhan; Bilen, Kadir; Ural, Evrim

2016-01-01

This study investigated the impact of a web-based teaching method on students' academic achievement and attitudes in the elementary education fifth grade Science and Technology unit, "System of Earth, Sun and Moon". The study was a quasi-experimental study with experimental and control groups comprising 54 fifth grade students attending…

Gold Medal Award for Life Achievement in the Science of Psychology: Marcia K. Johnson

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American Psychologist, 2011

2011-01-01

The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology: the application of psychology, the practice of psychology, psychology in the public interest, and the science of psychology. The 2011 recipient of the Gold Medal Award for Life Achievement in the…

Mathematics and Natural Science Students' Motivational Profiles and Their First-Year Academic Achievement

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Fokkens-Bruinsma, Marjon; Vermue, Carlien Elske; Deinum, Jan Folkert

2018-01-01

Our study focused on describing first-year university students' motivational profiles and examining differences in academic achievement based on these profiles. Data on academic motivation of 755 students in the field of mathematics and natural sciences were collected before the start of their bachelor's degree program; data on GPA were collected…

Gender and Middle School Science: An Examination of Intrinsic and Extrinsic Factors Affecting Achievement

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Austin, Jennifer

Gender differences in middle school science were examined utilizing a mixed-methods approach. The intrinsic and extrinsic experiences of male and female non-gifted high-achieving students were investigated through the administration of the CAIMI, student interviews, teacher questionnaires, observations, and document examination. Male and female students were selected from a rural Northeast Georgia school district based on their high performance and high growth during middle school science. Eighty-three percent of the student participants were white and 17% were Hispanic. Half of the male participants and one third of the female participants were eligible for free and reduced meals. Findings revealed that male participants were highly motivated, whereas female participants exhibited varying levels of motivation in science. Both male and female students identified similar instructional strategies as external factors that were beneficial to their success. Due to their selection by both genders, these instructional strategies were considered to be gender-neutral and thereby useful for inclusion within coeducational middle school science classrooms.

The Effects of Using Diorama on 7th Grade Students' Academic Achievement and Science Learning Skills

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Aslan Efe, Hulya

2017-01-01

This study aims to investigate the effects of using diorama on 7th grade students' academic achievement and science learning skills in "human being and environment relation" unit. The participants were 49 (E:25, C:24) 7th grade students studying during 2015-16 academic year in Diyarbakir, Turkey. An achievement test and "science…

The Gender and Science Digital Library: Affecting Student Achievement in Science.

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Nair, Sarita

2003-01-01

Describes the Gender and Science Digital Library (GSDL), an online collection of high-quality, interactive science resources that are gender-fair, inclusive, and engaging to students. Considers use by teachers and school library media specialists to encourage girls to enter careers in science, technology, engineering, and math (STEM). (LRW)

Water Sciences - Connecting the dots to achieve the 2030 Agenda for Sustainable Development

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Uhlenbrook, Stefan; Ortigara, Angela; Minelli, Lucilla

2017-04-01

Land use change, urbanisation, climate change, demographic development and migration, conflicts and peace, change of diets, industry 4.0, globalisation etc. are among the challenges that water sciences need to address to serve societal needs. Water availability per capita is decreasing, water quality is deteriorating at many places, but water demand is continuously escalating. Business as usual in water science is not up to the related challenges. In fact, business as usual cannot be the answer in all aspects, i.e. also current policy making processes will need to improve and take stock of evidences provided by science in order to better address societal challenges. However, exciting developments have been taking place. The global community agreed on a new and ambitious agenda for development, which aims to be comprehensive and include the participation of all stakeholders in one integrated framework. The 2030 Agenda for Sustainable Development provides a stimulating new era, with unique opportunities to reconcile science, society and policy making. Hydrology and water management - in all its facets including wastewater - play a central role in the Agenda 2030, as it is not only central in Sustainable Development Goal (SDG) 6, but it is fundamental for the realization of other SDGs related to, for instance, poverty reduction, sustainable growth, health, food security, climate change, ecosystems (land and sea), gender equality, etc. Despite the recognition of the critical importance of water in this agenda, the implementation of related policies and use of scientific developments represent a difficult task. Two main challenges remain: (i) the utilization of the knowledge and developments already available, and (ii) the need to overcome current and future knowledge gaps ensuring that scientific results support sustainable development effectively. The UN system will produce a Synthesis Report for SDG 6, which is currently being prepared by a UN-Water Task Force that

The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

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Abdi, Ali

2014-01-01

The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

The Effect of CTL Approach Based on NHT Learning Model toward Students’ motivation, Science Achievement, and Retention

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Muhammad Mifta Fausan

2017-07-01

Full Text Available The learning is an interaction process between students and their environment in order to improve good behavior. The results of observation which has been done in grade V SDN No. 4 Tanjung Batu showed that the students’ motivation and science achievement were low. This was becaused by the learning process which was still product oriented (based on material content, consequently, this lead to limit the learning is merely on memorizing concept activities. One of the learning approach that can be used to solve this problem is the Contextual Teaching and Learning (CTL based on Numbered Head Together (NHT. This research aims to determine the effect of CTL based on NHT toward student’s motivation, science achievement, and retention. Subjects in this research were the students of grade V SDN No. 4 Tanjung Batu. This research is a quasi-experimental using post-test only control design. The data obtained were analyzed by using descriptive and inferential statistical analysis. The research instruments were observation sheets and written test. The results showed that there was significant effect of CTL based on NHT toward students’ motivation, science achievement, and retention. It can be seen from the independent sample t-test results which showed significant value less than 0.05.

Reducing the gender achievement gap in college science: a classroom study of values affirmation.

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Miyake, Akira; Kost-Smith, Lauren E; Finkelstein, Noah D; Pollock, Steven J; Cohen, Geoffrey L; Ito, Tiffany A

2010-11-26

In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.

The Effects of Teacher Efficacy, Teacher Certification Route, Content Hours in the Sciences, Field-Based Experiences and Class Size on Middle School Student Achievement

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Salgado, Robina

No Child Left Behind Act (NCLB) was signed into law in 2002 with the idea that all students, no matter the circumstances can learn and that highly qualified teachers should be present in every classrooms (United Stated Department of Education, 2011). The mandates of NCLB also forced states to begin measuring the progress of science proficiency beginning in 2007. The study determined the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods have on secondary school science teacher efficacy in Texas and how it impacts student achievement. Additionally, the results of the study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom. The study described was a survey design comparing nonequivalent groups. The study utilized the Science Teaching Efficacy Belief Instrument (STEBI). A 25-item efficacy scale made up of two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE) (Bayraktar, 2011). Once the survey was completed a 3-Way ANOVA, MANOVA, and Multiple Linear Regression were performed in SPSS to calculate the results. The results from the study indicated no significant difference between route of certification on student achievement, but a large effect size was reported, 17% of the variances in student achievement can be accounted for by route of certification. A MANOVA was conducted to assess the differences between number of science content hours on a linear combination of personal science teacher efficacy, science teaching outcome expectancy and total science teacher efficacy as measured by the STEBI. No significant

Association between scores in high school, aptitude and achievement exams and early performance in health science college

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Al-Alwan Ibrahim

2009-01-01

Full Text Available This retrospective study was carried out to assess the correlation between admi-ssion criteria to health science colleges, namely, final high school grade and Saudi National Apti-tude and Achievement exams, and early academic performance in these colleges. The study inclu-ded 91 male students studying in the two-year pre-professional program at the King Saud bin Abdulaziz University for Health Sciences (KSAU-HS, Riyadh, Saudi Arabia. Records of these students were used to extract relevant information and their academic performance (based on the grade point average achieved at the end of the first semester of the pre-professional program, which were analytically studied. Pearson correlation coefficient was used to assess the associa-tions between the different scores. SPSS statistical program (version 12.0 was used for data ana-lyses. We found a strong correlation between the academic performance and the Achievement Exam, Aptitude Exam and high school final grade, with Pearson Correlation Coefficients of 0.96, 0.93, 0.87, respectively. The Saudi National Achievement Exam showed the most significant correla-tion. Our results indicate that academic performance showed good correlation with the admission criteria used, namely final high school grade, Saudi National Aptitude and Achievement Exams.

Evaluation Methods of the Academic Achievement of Students Ilam University of Medical Sciences

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Mirzaei AR

2015-06-01

Full Text Available Aims: Academic achievement exams have long played an important role in education and so have been always judged, reviewed and restudied. The aim of this study was to investigate the use of different types of academic achievement exams (evaluation methods by faculty of Ilam University of Medical Sciences. Instrument & Methods: In this descriptive and cross-sectional study, faculty members of Ilam University of Medical Sciences in the second semester of 2013-14 academic year (N=90 were studied by total counting. Data were gathered by a researcher made questionnaire by 29 questions that was assessing the application level of educational progress evaluation methods by faculty members. For data analysis, SPSS 16 software was used and descriptive and inferential statistics (Student T test and one-way ANOVA were performed. Findings: 76 of participants (93.8% placed a greater emphasis on the final exam. The most widely used methods for students' progress evaluation was multiple-choice questions (93.8% n=76, and low used assessment method was 360 degree evaluation (4.9% n=4. Comparing of mean scores of participants based on gender and academic degree, were not showed a significant differences, but comparison of the mean scores of participants based on faculty showed a significant difference (p<0.05. Conclusion: With respect to faculty member's emphasis on use and application of the final evaluation results and preferably less effort and common procedures, as well as less variety of evaluation methods of students' progress, paying attention to the new methods of educational achievement evaluation and implementation training courses for teachers is essential.

Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

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Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

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Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

2016-01-01

The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…

The Effect of Computer Assisted Mind Mapping on Students’ Academic Achievement, Attitudes and Retention in Science and Technology Course

Directory of Open Access Journals (Sweden)

Mehmet Nuri GÖMLEKSİZ

2013-12-01

Full Text Available This study aims at determining the effects of computer assisted mind mapping (CAMM technique on students’ academic achievement, attitudes and retention in Science and Technology course. Mixed-method research design which included both quantitative and qualitative methods was used in the study. Pretest-posttest control group experimental design, interview and observation techniques were used. The study included one experimental (N:36 one control group (N:32. The study was conducted on seventh grade students at an elementary school in 2011-2012 academic year. While experimental group used CAMM technique, control group used traditional method. The achievement test, administered as a pre-, post- and delayed post-test, included 34 questions. The mean difficulty of the test was calculated to be .54 and KR-20 reliability coefficient was measured to be .73. To determine students' attitudes towards Science and Technology course, a 20-item five-point Likert-style attitude scale (α: .89 developed by Akınoğlu (2001 was used. The results revealed that CAMM technique had a positive effect on students’ achievement and attitudes towards learning science and technology

Building Sustainable Professional Development Programs: Applying Strategies From Implementation Science to Translate Evidence Into Practice.

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Baldwin, Constance D; Chandran, Latha; Gusic, Maryellen E

2017-01-01

Multisite and national professional development (PD) programs for educators are challenging to establish. Use of implementation science (IS) frameworks designed to convert evidence-based intervention methods into effective health care practice may help PD developers translate proven educational methods and models into successful, well-run programs. Implementation of the national Educational Scholars Program (ESP) is used to illustrate the value of the IS model. Four adaptable elements of IS are described: (1) replication of an evidence-based model, (2) systematic stages of implementation, (3) management of implementation using three implementation drivers, and (4) demonstration of program success through measures of fidelity to proven models and sustainability. Implementation of the ESP was grounded on five established principles and methods for successful PD. The process was conducted in four IS stages over 10 years: Exploration, Installation, Initial Implementation, and Full Implementation. To ensure effective and efficient processes, attention to IS implementation drivers helped to manage organizational relationships, build competence in faculty and scholars, and address leadership challenges. We describe the ESP's fidelity to evidence-based structures and methods, and offer three examples of sustainability efforts that enabled achievement of targeted program outcomes, including academic productivity, strong networking, and career advancement of scholars. Application of IS frameworks to program implementation may help other PD programs to translate evidence-based methods into interventions with enhanced impact. A PD program can follow systematic developmental stages and be operationalized by practical implementation drivers, thereby creating successful and sustainable interventions that promote the academic vitality of health professions educators.

The end of the (forensic science) world as we know it? The example of trace evidence.

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Roux, Claude; Talbot-Wright, Benjamin; Robertson, James; Crispino, Frank; Ribaux, Olivier

2015-08-05

The dominant conception of forensic science as a patchwork of disciplines primarily assisting the criminal justice system (i.e. forensics) is in crisis or at least shows a series of anomalies and serious limitations. In recent years, symptoms of the crisis have been discussed in a number of reports by various commentators, without a doubt epitomized by the 2009 report by the US National Academies of Sciences (NAS 2009 Strengthening forensic science in the United States: a path forward). Although needed, but viewed as the solution to these drawbacks, the almost generalized adoption of stricter business models in forensic science casework compounded with ever-increasing normative and compliance processes not only place additional pressures on a discipline that already appears in difficulty, but also induce more fragmentation of the different forensic science tasks, a tenet many times denounced by the same NAS report and other similar reviews. One may ask whether these issues are not simply the result of an unfit paradigm. If this is the case, the current problems faced by forensic science may indicate future significant changes for the discipline. To facilitate broader discussion this presentation focuses on trace evidence, an area that is seminal to forensic science both for epistemological and historical reasons. There is, however, little doubt that this area is currently under siege worldwide. Current and future challenges faced by trace evidence are discussed along with some possible answers. The current situation ultimately presents some significant opportunities to re-invent not only trace evidence but also forensic science. Ultimately, a distinctive, more robust and more reliable science may emerge through rethinking the forensics paradigm built on specialisms, revisiting fundamental forensic science principles and adapting them to the twenty-first century. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

The end of the (forensic science) world as we know it? The example of trace evidence

Science.gov (United States)

Roux, Claude; Talbot-Wright, Benjamin; Robertson, James; Crispino, Frank; Ribaux, Olivier

2015-01-01

The dominant conception of forensic science as a patchwork of disciplines primarily assisting the criminal justice system (i.e. forensics) is in crisis or at least shows a series of anomalies and serious limitations. In recent years, symptoms of the crisis have been discussed in a number of reports by various commentators, without a doubt epitomized by the 2009 report by the US National Academies of Sciences (NAS 2009 Strengthening forensic science in the United States: a path forward). Although needed, but viewed as the solution to these drawbacks, the almost generalized adoption of stricter business models in forensic science casework compounded with ever-increasing normative and compliance processes not only place additional pressures on a discipline that already appears in difficulty, but also induce more fragmentation of the different forensic science tasks, a tenet many times denounced by the same NAS report and other similar reviews. One may ask whether these issues are not simply the result of an unfit paradigm. If this is the case, the current problems faced by forensic science may indicate future significant changes for the discipline. To facilitate broader discussion this presentation focuses on trace evidence, an area that is seminal to forensic science both for epistemological and historical reasons. There is, however, little doubt that this area is currently under siege worldwide. Current and future challenges faced by trace evidence are discussed along with some possible answers. The current situation ultimately presents some significant opportunities to re-invent not only trace evidence but also forensic science. Ultimately, a distinctive, more robust and more reliable science may emerge through rethinking the forensics paradigm built on specialisms, revisiting fundamental forensic science principles and adapting them to the twenty-first century. PMID:26101285

Medical Science Liaisons in Real-World Evidence Studies: Experience of AstraZeneca Russia.

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Suvorov, Nikolay; Karaseva, Vera; Stukalina, Ekaterina; Sanay, Elkhan; Petrakovskaya, Vera; Bulatov, Vladimir

2018-01-01

There is no doubt that real-world evidence studies have the potential to improve and accelerate the development and delivery of safe and cost-effective innovative medicines to patients as well as influence the way we approach health and health care. Real-world evidence studies are a great challenge in terms of development and conduct, so there should be a good collaboration between the study team and clinical sites at all times, resulting eventually in timely and efficient enrollment. Engaging the sites and key external experts as early as possible during feasibility and routine visits, as well as highlighting the science rationale behind AstraZeneca's portfolio at investigator meetings and during medical science liaison (MSL) interactions, can create a positive impact on physician perception of a particular study and prioritization of patient recruitment in such studies. Therefore, we would like to underline the important role of MSLs in the risk-based monitoring setting of real-world evidence studies, with special attention to the studies with complicated patient profiles, tough timelines, and/or seasonal factors. This approach will be used further for other real world evidence projects of AstraZeneca Russia MC to ensure timelines and budget deliverables are met for the generation of high-quality evidence and eventually better health care for all of us.

Consideration of learning orientations as an application of achievement goals in evaluating life science majors in introductory physics

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Mason, Andrew J.; Bertram, Charles A.

2018-06-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics such as metacognition. We investigate a sample population of 218 students in a first-semester introductory algebra-based physics course, drawn from 14 laboratory sections within six semesters of course sections, to determine the influence of achievement goals on life science majors' attitudes towards physics. Learning orientations that, respectively, pertain to mastery goals and performance goals, in addition to a learning orientation that does not report a performance goal, were recorded from students in the specific context of learning a problem-solving framework during an in-class exercise. Students' learning orientations, defined within the context of students' self-reported statements in the specific context of a problem-solving-related research-based course implementation, are compared to pre-post results on physics problem-solving items in a well-established attitudinal survey instrument, in order to establish the categories' validity. In addition, mastery-related and performance-related orientations appear to extend to overall pre-post attitudinal shifts, but not to force and motion concepts or to overall course grade, within the scope of an introductory physics course. There also appears to be differentiation regarding overall course performance within health science majors, but not within biology majors, in terms of learning orientations; however, health science majors generally appear to fare less well on all measurements in the study than do biology majors, regardless of learning orientations.

Using the Learning Together Strategy to Affect Student Achievement in Physical Science

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Campbell, Manda D.

Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years.

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Hodgkiss, Alex; Gilligan, Katie A; Tolmie, Andrew K; Thomas, Michael S C; Farran, Emily K

2018-01-22

Prior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions. This study examined the relationship between primary-school children's spatial skills and their science achievement. Children aged 7-11 years (N = 123) completed a battery of five spatial tasks, based on a model of spatial ability in which skills fall along two dimensions: intrinsic-extrinsic; static-dynamic. Participants also completed a curriculum-based science assessment. Controlling for verbal ability and age, mental folding (intrinsic-dynamic spatial ability), and spatial scaling (extrinsic-static spatial ability) each emerged as unique predictors of overall science scores, with mental folding a stronger predictor than spatial scaling. These spatial skills combined accounted for 8% of the variance in science scores. When considered by scientific discipline, mental folding uniquely predicted both physics and biology scores, and spatial scaling accounted for additional variance in biology and variance in chemistry scores. The children's embedded figures task (intrinsic-static spatial ability) only accounted for variance in chemistry scores. The patterns of association were consistent across the age range. Spatial skills, particularly mental folding, spatial scaling, and disembedding, are predictive of 7- to 11-year-olds' science achievement. These skills make a similar contribution to performance for each age group. © 2018 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab

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Scharfenberg, Franz-Josef; Bogner, Franz X.

2014-01-01

Nowadays, outreach labs are important informal learning environments in science education. After summarizing research to goals outreach labs focus on, we describe our evidence-based gene technology lab as a model of a research-driven outreach program. Evaluation-based optimizations of hands-on teaching based on cognitive load theory (additional…

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

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侯雅齡 Ya-Ling Hou

2013-06-01

Full Text Available 本研究目的主要在探討資優生學業自我概念與學業成就的發展，以及兩者之間的關係，研究對象為高雄市16 所國中381 名資優生，由八年級至九年級每半年蒐集一次資料，採固定樣本四波次的追蹤調查。在資料分析部分，使用了多變量潛在成長模式及交互延宕模式，來瞭解資優生科學自我概念與科學成就之間的關係。結果發現，資優生科學自我概念的發展呈現非線性的下降，科學成就的發展呈現線性成長；科學自我概念與科學成就之間有顯著的中度正相關，但是科學自我概念的發展與科學成就的發展並無顯著關聯；從交互延宕模式中，資優生科學自我概念與科學成就的因果關係，呈現科學自我概念顯著影響科學成就的自我彰顯（self-enhancement）關係；在性別的差異部分，男生與女生在科學成就表現與發展情形，皆無明顯差異，但是在科學自我概念上，資優女生顯著低於資優男生。最後本研究亦根據研究結果提出在教育實務與未來繼續研究的建議。 This study investigated the development of the science self-concept and science achievement of 381 gifted adolescent students in 16 junior high schools in Kaohsiung who were enrolled in classes ranging from Grade eight, first semester, to Grade nine, second semester, through repeated assessments. Structural equation modeling with latent growth curve models and a cross-lagged panel model were used to analyze the four waves of gifted students’ data. The results of this study showed that the gifted students experience an increase in science achievement during the junior high school period. Furthermore, students were shown to have a declining science self-concept in middle years, followed by an increase that began in and continued beyond Grade nine, second semester. A positive relationship was found between the students’ science self

An examination of the association between demographic and educational factors and African American achievement in science

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Cottledge, Michael Christopher

American male students on the 2010 science TAKS. H02: There will be no significant statistical association between the educational factors teacher certification type (composite or content specific) and teacher certification pathway and the percent passing rate of their tenth grade African American male students on the 2010 science TAKS. H03: There will be no significant statistical association between a teachers' demographic factors, educational factors and the percent passing rate of their tenth grade African American male students on the 2010 science TAKS. The researcher employed the assistance of the human resource departments of participating districts to generate a demographic report identifying the sex, years of experience, certification types and pathways of the teachers of record for African American male students who took the 10th grade Science TAKS during the 2009-2010 school year. Data ascertained from the demographic report was entered in the Statistical Package for the Social Sciences Software (SPSS). A linear regression statistical analysis was used to establish the following: 1). the degree of association between demographic factors and the percent passing rate of their African American male students on the 10th grade science TAKS , 2) the degree of association between educational factors and the percent passing rate of their African American male students on the 10th grade science TAKS, 3) the degree of association between demographic and educational factors and the percent passing rate of their African American male students on the 10th grade science TAKS Conclusion: Constantine et al (2009) concluded that although individual teachers appear to have an effect on student achievement, their study could not identify what about a teacher affects student achievement. Similar to Constatine, the researcher did not find any association between the demographic and educational factors of teachers and the science academic achievement of African American males

Science self-efficacy of African American middle school students: Relationship to motivation self-beliefs, achievement, gender, and gender orientation

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Britner, Shari Lynn

Motivation researchers have established that students' self-efficacy beliefs, the confidence they have in their academic capabilities, are related to academic outcomes. Self-efficacy has been amply researched in mathematics and language arts and nearly exclusively with White students. African American students and the area of science have each received scant attention. Typically, gender differences favor boys in mathematics and girls in language arts. Researchers have also found that these differences may be a function of gender orientation beliefs. The purpose of this study was to extend findings in science self-efficacy and to African American middle school students. I sought to determine whether self-efficacy assessed at differing levels of specificity (lab skills versus science grades) would each predict science achievement assessed at corresponding levels, to discover whether mean scores in academic motivation and achievement would differ by gender, and to determine whether these differences are a function of gender orientation (N = 268). Science grade self-efficacy was positively associated with the grades obtained by boys and by girls. For girls, grades were also associated positively with science self-concept and negatively with value of science. For reasons resulting from problematic instructional practices, lab skills self-efficacy was not associated with lab grades. Girls reported stronger science self-efficacy and received higher grades in science class. Gender orientation beliefs did not account for these differences, but masculinity and femininity were each associated with science grade self-efficacy, suggesting that androgyny is an adaptive orientation for the science self-efficacy beliefs of African American students. Findings are interpreted within the framework of A. Bandura's (1986) social cognitive theory.

The Middle School Experience: Effects on the Math and Science Achievement of Adolescents with LD.

Science.gov (United States)

Anderman, Eric M.

1998-01-01

Using data from the National Education Longitudinal Study and applying hierarchical linear modeling, this study found a strong gap in achievement in math and science between adolescents with and without learning disabilities (LD). The gap was reduced for LD adolescents who did not make a school transition until at least ninth grade. (DB)

THE INFLUENCE OF THE ASSESSMENT MODEL AND METHOD TOWARD THE SCIENCE LEARNING ACHIEVEMENT BY CONTROLLING THE STUDENTS? PREVIOUS KNOWLEDGE OF MATHEMATICS.

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Adam rumbalifar; I. g. n. Agung; Burhanuddin tola.

2018-01-01

This research aims to study the influence of the assessment model and method toward the science learning achievement by controlling the students? previous knowledge of mathematics. This study was conducted at SMP East Seram district with the population of 295 students. This study applied a quasi-experimental method with 2 X 2 factorial design using the ANCOVA model. The findings after controlling the students\\' previous knowledge of mathematics show that the science learning achievement of th...

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

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Murrah, William M., III

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

EXAMINING THE ACADEMIC ACHIEVEMENT OF SPORTS SCIENCES FACULTY STUDENTS: THE CASE OF FIRAT UNIVERSITY

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Cemal GÜNDOĞDU

2015-07-01

Full Text Available The most emphasised aspect of teaching is student achievement. It is the reason for teaching and the product teaching produces. The potential of a well - qualified workforce with high academic achievement is thought to be the primary factor in the development of a society. This study was designed to examine the academic achievement of students studying at the Sports Sciences Faculty of Fırat University in terms of a set of variables. The entire population was included, and the study was conducted with 684 students (80.1%. A que stionnaire developed by the researchers was used as the data - gathering instrument. The data were evaluated using a statistical package program, and presented as frequency, percentage and means. The Kruskal Wallis and Mann - Whitney U tests were used to analy se the data. This research found that there was a significant relationship between the students’ academic achievement scores and their age, gender, mothers' state of employment, place of residence, departments, year of study and type of education (p<0.05.

New science, old convictions - Texas Senate Bill 344: identifying further necessary reform in forensic science.

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Soni, Naina

2015-02-01

In June 2013, Texas Senate Bill 344 (SB 344) was signed into law after strong Innocence Project support. SB 344 has since transformed the Texan judicial landscape. Known as the 'Junk Science Writ', SB 344 enables the court to grant habeas corpus relief based on scientific evidence that '(1) was not available to be offered by a convicted person at the convicted person's trial; or (2) contradicts scientific evidence relied on by the state at trial'. Inmates, such as the 'San Antonio Four', whose convictions were based upon what is now considered 'faulty' medical and forensic testimony, have been released under SB 344. Yet, science, as a field dependent on innovation, is inherently prone to debunking the scientific and forensic methods the law has relied upon to convict individuals. This commentary identifies policy behind SB 344, how SB 344 may influence the perception of science in the courtroom, and how 'junk science' is defined and/or limited. Furthermore, this commentary concludes that to achieve justice in the legal system through habeas relief based on 'junk science', it is necessary to revitalize and standardize forensic science.

Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry.

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Wang, Ming-Te; Chow, Angela; Degol, Jessica Lauren; Eccles, Jacquelynne Sue

2017-08-01

Students' motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents' motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents (N = 699; 51.5 % female; 95 % European American; M ages for youngest, middle, and oldest cohorts at the first wave = 13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents' ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students' motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments.

Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction

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Estrada, Myrna Hipol

In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model

Making Sense of Scientific Biographies: Scientific Achievement, Nature of Science, and Storylines in College Students' Essays

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Hwang, Seyoung

2015-01-01

In this article, the educative value of scientific biographies will be explored, especially for non-science major college students. During the "Scientist's life and thought" course, 66 college students read nine scientific biographies including five biologists, covering the canonical scientific achievements in Western scientific history.…

Outdoor Education and Science Achievement

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Rios, José M.; Brewer, Jessica

2014-01-01

Elementary students have limited opportunities to learn science in an outdoor setting at school. Some suggest this is partially due to a lack of teacher efficacy teaching in an outdoor setting. Yet the research literature indicates that outdoor learning experiences develop positive environmental attitudes and can positively affect science…

Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

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Uyanik, Gökhan

2016-01-01

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

Achieving Health Equity Through Community Engagement in Translating Evidence to Policy: The San Francisco Health Improvement Partnership, 2010?2016

OpenAIRE

Grumbach, Kevin; Vargas, Roberto A.; Fleisher, Paula; Arag?n, Tom?s J.; Chung, Lisa; Chawla, Colleen; Yant, Abbie; Garcia, Estela R.; Santiago, Amor; Lang, Perry L.; Jones, Paula; Liu, Wylie; Schmidt, Laura A.

2017-01-01

Background The San Francisco Health Improvement Partnership (SFHIP) promotes health equity by using a novel collective impact model that blends community engagement with evidence-to-policy translational science. The model involves diverse stakeholders, including ethnic-based community health equity coalitions, the local public health department, hospitals and health systems, a health sciences university, a school district, the faith community, and others sectors. Community Context We report o...

A Further Characterization of Empirical Research Related to Learning Outcome Achievement in Remote and Virtual Science Labs

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Brinson, James R.

2017-10-01

This paper further characterizes recently reviewed literature related to student learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) science labs, as well as factors to consider when evaluating the state and progress of research in this field as a whole. Current research is characterized according to (1) participant nationality and culture, (2) participant education level, (3) participant demography, (4) scientific discipline, and (5) research methodology, which could provide avenues for further research and useful dialog regarding the measurement and interpretation of data related to student learning outcome achievement in, and thus the efficacy of, non-traditional versus traditional science labs. Current research is also characterized by (6) research publication media and (7) availability of non-traditional labs used, which demonstrate some of the obstacles to progress and consensus in this research field.

Neuropsychology 3.0: Evidence-Based Science and Practice

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Bilder, Robert M.

2011-01-01

Neuropsychology is poised for transformations of its concepts and methods, leveraging advances in neuroimaging, the human genome project, psychometric theory, and information technologies. It is argued that a paradigm shift towards evidence-based science and practice can be enabled by innovations, including: (1) formal definition of neuropsychological concepts and tasks in cognitive ontologies; (2) creation of collaborative neuropsychological knowledgebases; and (3) design of web-based assessment methods that permit free development, large-sample implementation, and dynamic refinement of neuropsychological tests and the constructs these aim to assess. This article considers these opportunities, highlights selected obstacles, and offers suggestions for stepwise progress towards these goals. PMID:21092355

Academic Satisfaction Level and Academic Achievement among Students at Kermanshah University of Medical Sciences: Academic Year 2015-2016

OpenAIRE

Khadijeh Jamshidi; Babak Mohammadi; Zahra Mohammadi; Mohammad Karimi Parviz; Roghayeh Poursaberi; Mohammad Mehdi Mohammadi

2017-01-01

Background: Academic satisfaction is considered one of the most important factors affecting academic achievement among students. The purpose of the present study was to determine the relationship between academic satisfaction and academic achievement among students at Kermanshah University of Medical Sciences in Iran. Methods: The present cross-sectional study was conducted with 346 student participants using stratified random sampling. The research instrument included the Student Academic Sa...

A Comparison of Students' Achievement and Attitude Changes Resulting From a Laboratory and Non-Laboratory Approach to General Education Physical Science Courses.

Science.gov (United States)

Gunsch, Leonhardt Maurice

Student achievement and attitude changes resulting from two different approaches to teaching of physical science were studied among 94 non-science freshmen enrolled at Valley City State College during the 1970-71 winter quarter. Thirty-four students were taught the laboratory-oriented Physical Science for Nonscience Students (PSNS) Project course…

The Benefits of Using Engineering as a Context for Science Lessons

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Taylor, Gemma

2014-01-01

"Real life" learning has often been suggested as a good method for engaging students in the science curriculum. In this article, an evidence-based rationale for the use of engineering as a context for "real life" science study is explained. This has been achieved through development work undertaken by the National Science…

Research Base for Improved Classroom Learning: Brain or Behavior? Evidence Speaks Reports, Vol 1, #9

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Bruer, John T.

2015-01-01

Implicit in recent Evidence Speaks postings is the need to develop evidence-based interventions for improving student achievement. Comparative analysis of the education research literature versus the educational neuroscience literature suggests that education research, grounded in the behavioral and cognitive sciences, is currently the better…

International Conference "Social Sciences: Achievements and Prospects"

OpenAIRE

Open European Academy of Public Sciences

2018-01-01

The Organizing Committee of the International Scientific and Practical Conference of the Open European Academy of Social Sciences(Spain, Barcelona), in partnership with the Barcelona University (Spain, Barcelona), the Berlin University (Germany, Berlin) Conference sections: Anthropology, Demography and Ethnography, Journalism, Art History and Culturology History and archeology, Political science, Psychology, Pedagogy Regional studies and socio-economic geography, Relig...

The Analysis of Learning Styles and Their Relationship to Academic Achievement in Medical Students of Basic Sciences Program

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Reza Ghaffari

2013-10-01

Full Text Available Introduction: Learning style is an individual’s preferred method of encountering information in specific situations in order to acquire knowledge, skills and attitudes through study or experience. Students and Planers’ awareness of learning styles facilitate the teaching process, increases satisfaction and makes the future choices easier. This study aimed to examine different learning styles and their relation to academic achievement in medical students of basic sciences program at Tabriz University of Medical Sciences. Methods: In this descriptive – analytical study, the sample consisted of all medical students of basic sciences program at Tabriz University of Medical Sciences in 2011-2012. The data was collected through a questionnaire which included respondents’ demographic information and overall grade point average (GPA as well as Kolb standard questions on learning styles. Results: 4.3%, 47.8%, 44.9% and 2.9% of students preferred diverger, assimilator, converger and accommodator learning styles, respectively. Mean overall GPA of students who preferred diverger learning styles was 14.990.39±. Students who prefer assimilator, converger and accommodator learning styles had mean overall GPAs of 14.940.56±, 15.080.58± and 14.830.29± respectively. The findings showed no significant relationship between students’ learning academic achievement and their learning styles (p = 0.689. Conclusion: There was no significant relationship between Students’ academic achievement and their learning styles. Furthermore, the majorit of the students preferred accommodator and converger learning styles. Consequently, adopting interactive teaching methods, using tutorials, running simulation programs, launching laboratory activities and encouraging students to think and analyze problems and issues can be greatly effective in prolonging their learning lifecycle.

Effect of Cooperative Learning and Traditional Methods on Students' Achievements and Identifications of Laboratory Equipments in Science-Technology Laboratory Course

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Aydin, Suleyman

2011-01-01

Science lessons taught via experiments motivate the students, and make them more insistent on learning science. This study aims to examine the effects of cooperative learning on students' academic achievements and their skills in identifying laboratory equipments. The sample for the study consisted of a total of 43 sophomore students in primary…

The Science of Firescapes: Achieving Fire-Resilient Communities.

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Smith, Alistair M S; Kolden, Crystal A; Paveglio, Travis B; Cochrane, Mark A; Bowman, David Mjs; Moritz, Max A; Kliskey, Andrew D; Alessa, Lilian; Hudak, Andrew T; Hoffman, Chad M; Lutz, James A; Queen, Lloyd P; Goetz, Scott J; Higuera, Philip E; Boschetti, Luigi; Flannigan, Mike; Yedinak, Kara M; Watts, Adam C; Strand, Eva K; van Wagtendonk, Jan W; Anderson, John W; Stocks, Brian J; Abatzoglou, John T

2016-02-01

Wildland fire management has reached a crossroads. Current perspectives are not capable of answering interdisciplinary adaptation and mitigation challenges posed by increases in wildfire risk to human populations and the need to reintegrate fire as a vital landscape process. Fire science has been, and continues to be, performed in isolated "silos," including institutions (e.g., agencies versus universities), organizational structures (e.g., federal agency mandates versus local and state procedures for responding to fire), and research foci (e.g., physical science, natural science, and social science). These silos tend to promote research, management, and policy that focus only on targeted aspects of the "wicked" wildfire problem. In this article, we provide guiding principles to bridge diverse fire science efforts to advance an integrated agenda of wildfire research that can help overcome disciplinary silos and provide insight on how to build fire-resilient communities.

Context factors and student achievement in the IEA studies: evidence from TIMSS

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Elisa Caponera

2016-08-01

Full Text Available Abstract Background The present study investigates what factors related to the school context influence student achievement on TIMSS mathematics tests across countries. A systematic review of the literature on PIRLS, TIMSS, and ICCS was conducted upstream to identify those school, teacher, and classroom factors shown to be useful predictors of student performance in previous IEA studies. Data of student samples representative of grade 8 students from 28 countries who participated in TIMSS 2011 were analysed. The main aim of the present study is to verify what school and teacher characteristics are positively associated with students’ mathematics achievement, mainly focusing on disadvantaged schools. Furthermore, it aims at identifying how school context variables contribute to explaining the performance of students in disadvantaged schools in comparison with more advantaged schools. Methods A separate analysis was carried out for each considered country, and the same multilevel regression model was used on the sampled schools as a whole and treating schools with high (highest tertile and low (lowest tertile socio-economic backgrounds as distinct groups. Results The results confirmed that a high socio-economic status has a significant and positive effect on student achievement: compared with students from socio-economic disadvantaged schools, students from advantaged schools performed better in mathematics achievement. This difference is more evident in countries where the gap between rich and poor people as measured by the Gini coefficient, which measures how much an economy deviates from perfect equality, is wider. However, this difference is restricted in countries with a smaller gap between rich and poor people. Conclusions According to the literature in the field, the results show significant differences across countries in relation to the school and teacher characteristics that have an impact on mathematics achievement of students from

The Effectiveness of Blended Learning in Improving Students' Achievement in Third Grade's Science in Bani Kenana

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Khader, Nisreen Saleh Khader

2016-01-01

The study aimed at identifying the effectiveness of blended learning in improving students' achievement in the third grade's science in the traditional method. The study sample consisted of (108) male and female students, who were divided into two groups: experimental and control. The experimental group studied the units and changes of the…

Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers' online reading comprehension strategies

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Sevensma, Kara

In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and comprehend online science information. The research on digital literacy is still in its infancy and little is known about the strategies and processes students use when reading science content on the Internet. Even less is known about how at-risk readers comprehend digital science content. Therefore, this study addresses three research questions: (1) What strategies and processes do at-risk and average-achieving readers use as they locate information and generate meaning from science websites? (2) What navigational profiles emerge as at-risk and average-achieving readers construct traversals (unique online paths of information) they locate information and generate meaning from science websites? (3) What individual characteristics influenced students' strategies as they locate information and generate meaning from science websites? Participants were six ninth-grade students in general education biology classrooms. Three were average-achieving readers and three were at-risk readers based on assessments of reading comprehension in traditional print-based texts. The students engaged in a three-day research project about the rainforest biome, locating information online, taking notes, and constructing an information brochure about the rainforest for peers. Data measures prior to and during the research included an Internet use survey, verbal protocols, screen captures of online activity, oral reading fluency assessments, and prior knowledge and topic engagement surveys. Quantitative descriptive and univariate analyses as well as qualitative abductive coding were employed over multiple phases to analyze the data. First, the results suggest

The Role of Teacher Morale and Motivation on Students' Science and Math Achievement: Findings from Singapore, Japan, Finland and Turkey

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Abazaoglu, Ilkay; Aztekin, Serdar

2016-01-01

Teacher motivation is one of the factors that affect the realization of the teaching objectives, motivation and academic achievement of student. This study aimed to answer to the question "How is the relation between the students' academic (sciences and mathematics) achievement and teachers' morale/motivation in Singapore, Japan, Finland and…

The potential scientist’s dilemma: How the Masculinization of Science Shapes Friendships and Science Job Preferences*

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Gauthier, G. Robin; Hill, Patricia Wonch; McQuillan, Julia; Spiegel, Amy N.; Diamond, Judy

2017-01-01

In the United States, girls and boys have similar science achievement, yet fewer girls aspire to science careers than boys. This paradox emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. We use complete network data from a single middle school and theories of gender, identity, and social distance to explore how friendship patterns might influence this gender and science paradox. Three patterns highlight the social dimensions of gendered science persistence: (1) boys and girls do not differ in self-perceived science potential and science career aspirations; (2) consistent with gender-based norms, both middle school boys and girls report that the majority of their female friends are not science kinds of people; and (3) youth with gender-inconsistent science aspirations are more likely to be friends with each other than youth with gender normative science aspirations. Together, this evidence suggests that friendship dynamics contribute to gendered patterns in science career aspirations. PMID:28491465

Attitudes, Interests, and Perceived Self-efficacy toward Science of Middle School Minority Female Students: Considerations for their Low Achievement and Participation in STEM Disciplines

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Dowey, Ana Lucrecia

The under participation of minority females in STEM fields has been a chronic problem in the United States, mainly when it is analyzed through the lens of their relative representation in the population. The results of the first or quantitative phase, of this two phase sequential, mixed method study, revealed academic achievement or performance in science accounted for most of the variance of mean scores for students' attitudes and interests in science as measured by the TOSRA Likert-scale survey, when compared to the degree of parent education and ethnicity/ racial background. Additionally, this study investigated possible sources of perceived self-efficacy in eighteen seventh grade Hispanic female students by conducting personal semi-structured interviews. The purpose of this study was to explore if middle school female student ethnic/racial backgrounds and academic performance influence their attitudes and interests toward science and to study the possible effects external (family, school, peers, and community) and internal factors may have for Hispanic student self-efficacy toward science. The results revealed that of the five ethnic/racial groups studied, Asian/Filipino female students expressed higher positive attitudes and interests toward science, than the rest of the student ethnic groups studied, followed by the Hispanic student group. The results indicated that students' perceived encouragement from their mothers, regardless of the mother's degree of education, as being the main source of these girls' perceived self-efficacy in science. However, the lack of perceived school-related, peer-related, and community-related support was evident. These results are encouraging because they demonstrate how verbal persuasion, in the form of encouragement and support, fosters perceived self-efficacy for minority female students.

Communicating Chemistry: A Framework for Sharing Science: A Practical Evidence-Based Guide

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National Academies Press, 2016

2016-01-01

A growing body of evidence indicates that, increasingly, the public is engaging with science in a wide range of informal environments, which can be any setting outside of school such as community-based programs, festivals, libraries, or home. Yet undergraduate and graduate schools often don't prepare scientists for public communication. This…

Reading for tracing evidence: developing scientific knowledge through science text

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Probosari, R. M.; Widyastuti, F.; Sajidan, S.; Suranto, S.; Prayitno, B. A.

2018-05-01

The purposes of this study were to investigate students’ learning progression on reading activity, science concept comprehension and how they imply it in scientific communication in the classroom. Fifty-nine biology education students participated in this study. This classroom research was developed to portray students’ reading activity, factors affecting reading comprehension, and the development of reading motivation. Qualitative analysis was used to describe the whole activities, involve the instruction, process and the product of reading activity. The result concluded that each student has their own way in interpreting the information from scientific text, but generally, they can filter and apply it in their argument as a part of reasoning and evidence. The findings can be used to direct reading activity to the goal of inquiry in order to support the nature of reading as evidence.

The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

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Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

2013-01-01

The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

Resources of Mathematics Self-Efficacy and Perception of Science Self-Efficacy as Predictors of Academic Achievement

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Kaya, Deniz; Bozdag, Hüseyin Cihan

2016-01-01

The main objective of this study is to determine the predictive power of mathematics self-efficacy resources and perception of science self-efficacy on academic achievement. The study, adopting a relational screening model, was conducted with a total of 698 students in sixth, seventh and eighth grade level of a state secondary school. Mathematics…

Factors that affect South African Reading Literacy Achievement: evidence from prePIRLS 2011

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Surette van Staden

2014-03-01

Full Text Available This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll's model of school learning. The study draws on the preProgress in International Reading Literacy Study (prePIRLS 2011 data, which places South African Grade 4 learners' results substantially below the international centre point of 500 at 461 (SE = 3.7. Selected items from the prePIRLS 2011 learner, parent and teacher questionnaires were used in a two-level model to determine the effect of learner aptitude, opportunity to learn and quality of instructional events on reading literacy achievement. The results point to the statistical significance of engaged reading and cultivating motivation for reading among learners from an early age, specifically through parental involvement in introducing early literacy activities as foundation of reading literacy by school-going age. Other results provide evidence for the importance of the value of reading across the curriculum not confined to formal reading lessons only. The teaching of reading comprehension skills and strategies is identified as a significant predictor of reading literacy achievement, instruction of which should form an integral part of teaching reading in the classroom.

Parents' and children's beliefs about science and science careers

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Telfer, Jo Ann

Science has become an essential part of our cultural, social and technological lives. Around the world economic policies are giving high priority to the production of new knowledge generated by scientists. Unfortunately, gender equality in science-related careers has not been achieved. Women who possess high intellectual and personal abilities are succeeding in many occupational areas previously closed to all but the most impervious women, but females are still largely underrepresented in physical science and mathematics related careers. The purpose of the current study was to examine the reasons for this underrepresentation of women in science-related careers. Participants included a subset of mothers (n = 174), fathers (n = 132) and children (n = 186) from a larger study at the University of Calgary entitled Gender Differences in Student Participation and Achievement in the Sciences: Choice or Chance ? Telephone interview and survey questionnaire data were examined for gender and achievement level differences, focusing on high achieving girls who are most likely to succeed in science-related careers. Relationships between parents' and children's responses were also examined using the theoretical construct of Eccles' Model of Achievement Related Choices. Gathered data were studied using factor analysis, multivariate analysis of variance, analysis of variance as well as categorical analysis of qualitative results. Girls and boys achieved similar grades on all academic measures except the Alberta Science Achievement Test, where boys scored significantly higher than girls. Mothers, fathers, and children indicated positive attitudes towards science, no gender stereotyping about science and science careers, and gender neutral beliefs about science achievement. Gender differences were found in expressed possibility of future career choice. Science/Professional Careers were viewed as male occupations by mothers and children, but as gender neutral occupations by fathers

Evidence-based librarianship: searching for the needed EBL evidence.

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Eldredge, J D

2000-01-01

This paper discusses the challenges of finding evidence needed to implement Evidence-Based Librarianship (EBL). Focusing first on database coverage for three health sciences librarianship journals, the article examines the information contents of different databases. Strategies are needed to search for relevant evidence in the library literature via these databases, and the problems associated with searching the grey literature of librarianship. Database coverage, plausible search strategies, and the grey literature of library science all pose challenges to finding the needed research evidence for practicing EBL. Health sciences librarians need to ensure that systems are designed that can track and provide access to needed research evidence to support Evidence-Based Librarianship (EBL).

Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review.

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Donnelly, Joseph E; Hillman, Charles H; Castelli, Darla; Etnier, Jennifer L; Lee, Sarah; Tomporowski, Phillip; Lambourne, Kate; Szabo-Reed, Amanda N

2016-06-01

The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. The purpose of this study was to answer the following questions: 1) among children age 5-13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5-13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990-September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning

Student’s profile about science literacy in Surakarta

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Nur’aini, D.; Rahardjo, S. B.; Elfi Susanti, V. H.

2018-05-01

This research was conducted to find out student’s initial profile of science literacy. The method used was descriptive with 46 students as subjects. The instrument used is science literacy question referring to PISA 2015. Data processing technique used are scoring on each question, changing the score values, grouping the level subjects obtain based on the value and conclusion. Competencies measure in this test are explaining scientific phenomena, interpretation of data and evidence scientifically, and evaluate and design scientific inquiry. The results of the three competencies are 30,87%, 40,20% and 24,90%. Achievement level of science literacy achieved by students in level 1 47,82%, level 2 33,82%, level 3 42,93%, level 4 26,50%, level 5 21,73%. Based on the result of research, it can be concluded that the ability of science literacy students in Surakarta relatively low.

Science, truth, and forensic cultures: the exceptional legal status of DNA evidence.

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Lynch, Michael

2013-03-01

Many epistemological terms, such as investigation, inquiry, argument, evidence, and fact were established in law well before being associated with science. However, while legal proof remained qualified by standards of 'moral certainty', scientific proof attained a reputation for objectivity. Although most forms of legal evidence (including expert evidence) continue to be treated as fallible 'opinions' rather than objective 'facts', forensic DNA evidence increasingly is being granted an exceptional factual status. It did not always enjoy such status. Two decades ago, the scientific status of forensic DNA evidence was challenged in the scientific literature and in courts of law, but by the late 1990s it was being granted exceptional legal status. This paper reviews the ascendancy of DNA profiling, and argues that its widely-heralded objective status is bound up with systems of administrative accountability. The 'administrative objectivity' of DNA evidence rests upon observable and reportable bureaucratic rules, records, recording devices, protocols, and architectural arrangements. By highlighting administrative sources of objectivity, this paper suggests that DNA evidence remains bound within the context of ordinary organisational and practical routines, and is not a transcendent source of 'truth' in the criminal justice system. Copyright © 2012. Published by Elsevier Ltd.

School Improvement Plans and Student Achievement: Preliminary Evidence from the Quality and Merit Project in Italy

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Caputo, Andrea; Rastelli, Valentina

2014-01-01

This study provides preliminary evidence from an Italian in-service training program addressed to lower secondary school teachers which supports school improvement plans (SIPs). It aims at exploring the association between characteristics/contents of SIPs and student improvement in math achievement. Pre-post standardized tests and text analysis of…

The Potential Scientist’s Dilemma: How the Masculine Framing of Science Shapes Friendships and Science Job Aspirations

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G. Robin Gauthier

2017-02-01

Full Text Available In the United States, girls and boys have similar science achievement, yet fewer girls aspire to science careers than boys. This paradox emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. We use complete network data from a single middle school and theories of gender, identity, and social distance to explore how friendship patterns might influence this gender and science paradox. Three patterns highlight the social dimensions of gendered science persistence: (1 boys and girls do not differ in self-perceived science potential and science career aspirations; (2 consistent with gender-based norms, both middle school boys and girls report that the majority of their female friends are not science kinds of people; and (3 youth with gender-inconsistent science aspirations are more likely to be friends with each other than youth with gender normative science aspirations. Together, this evidence suggests that friendship dynamics contribute to gendered patterns in science career aspirations.

A comparison of rural high school students in Germany with rural Tennessee high school students' mathematics and science achievement

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Harding, R. Fredrick

This descriptive study compared the science and mathematics aptitudes and achievement test scores for the final school year students in rural White County and Van Buren County, Tennessee with rural county students in Germany. In accordance with the previous research literature (Stevenson, 2002), German students outperformed U.S. students on The International Trends in Math and Science test (TIMSS). As reform in the U.S. education system has been underway, this study intended to compare German county student final school year performance with White County and Van Buren County (Grade 12) performance in science and mathematics. The entire populations of 176 White and Van Buren Counties senior high final school year students were compared with 120 school final year students from two rural German county high schools. The student responses to identical test and questionnaire items were compared using the t-test statistical analysis. In conclusion after t-test analyses, there was no significant difference (p>.05 level) in student attitudes on the 27 problem achievement and the 35 TIMSS questionnaire items between the sampled population of 120 German students compared with the population of 176 White and Van Buren students. Also, there was no statistically significant difference (p>.05 level) between the German, White, and Van Buren County rural science and math achievement in the TIMSS problem section of the final year test. Based on the research, recommendations to improve U.S. student scores to number one in the world include making changes in teaching methodology in mathematics and science; incorporating pamphlet lessons rather than heavily reliance on textbooks; focusing on problem solving; establishing an online clearinghouse for effective lessons; creating national standards in mathematics and science; matching students' course choices to job aspirations; tracking misbehaving students rather than mainstreaming them into the regular classroom; and designing

Early Childhood Lead Exposure and Academic Achievement: Evidence From Detroit Public Schools, 2008–2010

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Baker, Harolyn W.; Tufts, Margaret; Raymond, Randall E.; Salihu, Hamisu; Elliott, Michael R.

2013-01-01

Objectives. We assessed the long-term effect of early childhood lead exposure on academic achievement in mathematics, science, and reading among elementary and junior high school children. Methods. We linked early childhood blood lead testing surveillance data from the Detroit Department of Health and Wellness Promotion to educational testing data from the Detroit, Michigan, public schools. We used the linked data to investigate the effect of early childhood lead exposure on academic achievement among school-aged children, both marginally and adjusted for grade level, gender, race, language, maternal education, and socioeconomic status. Results. High blood lead levels before age 6 years were strongly associated with poor academic achievement in grades 3, 5, and 8. The odds of scoring less than proficient for those whose blood lead levels were greater than 10 micrograms per deciliter were more than twice the odds for those whose blood lead levels were less than 1 micrograms per deciliter after adjustment for potential confounders. Conclusions. Early childhood lead exposure was negatively associated with academic achievement in elementary and junior high school, after adjusting for key potential confounders. The control of lead poisoning should focus on primary prevention of lead exposure in children and development of special education programs for students with lead poisoning. PMID:23327265

The effects of home computer access and social capital on mathematics and science achievement among Asian-American high school students in the NELS:88 data set

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Quigley, Mark Declan

The purpose of this researcher was to examine specific environmental, educational, and demographic factors and their influence on mathematics and science achievement. In particular, the researcher ascertained the interconnections of home computer access and social capital, with Asian American students and the effect on mathematics and science achievement. Coleman's theory on social capital and parental influence was used as a basis for the analysis of data. Subjects for this study were the base year students from the National Education Longitudinal Study of 1988 (NELS:88) and the subsequent follow-up survey data in 1990, 1992, and 1994. The approximate sample size for this study is 640 ethnic Asians from the NELS:88 database. The analysis was a longitudinal study based on the Student and Parent Base Year responses and the Second Follow-up survey of 1992, when the subjects were in 12th grade. Achievement test results from the NELS:88 data were used to measure achievement in mathematics and science. The NELS:88 test battery was developed to measure both individual status and a student's growth in a number of achievement areas. The subject's responses were analyzed by principal components factor analysis, weights, effect sizes, hierarchial regression analysis, and PLSPath Analysis. The results of this study were that prior ability in mathematics and science is a major influence in the student's educational achievement. Findings from the study support the view that home computer access has a negative direct effect on mathematics and science achievement for both Asian American males and females. None of the social capital factors in the study had either a negative or positive direct effect on mathematics and science achievement although some indirect effects were found. Suggestions were made toward increasing parental involvement in their children's academic endeavors. Computer access in the home should be considered related to television viewing and should be closely

Interpreting the Third International Mathematics and Science Study (TIMSS) achievement scales using scale anchoring

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Kelly, Dana L.

1999-11-01

The scale anchoring method was used to analyze and describe the TIMSS primary and middle school (Populations 1 and 2) mathematics and science achievement scales. Scale anchoring is a way of attaching meaning to a scale by describing what students know and can do at specific points on the scale. Student achievement was scrutinized at four points on the TIMSS primary and middle school achievement scales---the 25th, 50th, 75th, and 90th international percentiles for fourth and eighth grades. The scale anchoring method was adapted for the TIMSS data and items that students scoring at each of the four scale points were likely to answer correctly (with a 65 percent probability) were identified. The items were assembled in binders organized by anchor level and content area. Two ten-member panels of subject-matter specialists were convened to scrutinize the items, draft descriptions of student proficiency at the four scale points, and identify example TIMSS items to illustrate performance at each level. Following the panel meetings, the descriptions were refined through an iterative review process. The result is a content-referenced interpretation of the TIMSS scales through which TIMSS achievement results can be better communicated and understood.

An Examination of Secondary School Students' Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example

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Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen

2014-01-01

The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th,…

"I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science

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Ellwood, Robin B.

This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged thirteen to fourteen years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on forty-six percent of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. This research also illustrates the positive gains in motivation and achievement outcomes that emerge from student experiences with extended time in isolated areas referred to

Differences in motivations and academic achievement

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Luis Fernando Gamboa

2013-06-01

Full Text Available This paper provides new evidence on the effect of pupils’ self-motivation on academic achievement in science across countries. By using the OECD´s Programme for International Student Assessment 2006 (PISA 2006 test, we find that self-motivation has a positive effect on students’ performance. Instrumental Variables Quantile Regression is used to analyze the existence of different estimated coefficients over the scores distribution, allowing us to deal with the potential endogeneity of self-motivation. We find that the impact of intrinsic motivation on academic performance depends on the pupil’s score. Our findings support the importance of designing focalized programs for different populations that foster their motivation towards learning.

A restatement of the natural science evidence base concerning neonicotinoid insecticides and insect pollinators.

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Godfray, H Charles J; Blacquière, Tjeerd; Field, Linda M; Hails, Rosemary S; Petrokofsky, Gillian; Potts, Simon G; Raine, Nigel E; Vanbergen, Adam J; McLean, Angela R

2014-07-07

There is evidence that in Europe and North America many species of pollinators are in decline, both in abundance and distribution. Although there is a long list of potential causes of this decline, there is concern that neonicotinoid insecticides, in particular through their use as seed treatments are, at least in part, responsible. This paper describes a project that set out to summarize the natural science evidence base relevant to neonicotinoid insecticides and insect pollinators in as policy-neutral terms as possible. A series of evidence statements are listed and categorized according to the nature of the underlying information. The evidence summary forms the appendix to this paper and an annotated bibliography is provided in the electronic supplementary material.

How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

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Kingir, Sevgi; Geban, Omer; Gunel, Murat

2012-01-01

This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

The Russo-Williamson Theses in the social sciences: causal inference drawing on two types of evidence.

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Claveau, François

2012-12-01

This article examines two theses formulated by Russo and Williamson (2007) in their study of causal inference in the health sciences. The two theses are assessed against evidence from a specific case in the social sciences, i.e., research on the institutional determinants of the aggregate unemployment rate. The first Russo-Williamson Thesis is that a causal claim can only be established when it is jointly supported by difference-making and mechanistic evidence. This thesis is shown not to hold. While researchers in my case study draw extensively on both types of evidence, one causal claim out of the three analyzed is established even though it is exclusively supported by mechanistic evidence. The second Russo-Williamson Thesis is that standard accounts of causality fail to handle the dualist epistemology highlighted in the first Thesis. I argue that a counterfactual-manipulationist account of causality--which is endorsed by many philosophers as well as many social scientists--can perfectly make sense of the typical strategy in my case study to draw on both difference-making and mechanistic evidence; it is just an instance of the common strategy of increasing evidential variety. Copyright © 2012 Elsevier Ltd. All rights reserved.

Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

Science.gov (United States)

Scantlebury, Kathryn

2008-10-01

Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

JST Thesaurus Headwords and Synonyms: Evidence Based Medicine [MeCab user dictionary for science technology term[Archive

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Full Text Available MeCab user dictionary for science technology term Evidence Based Medicine 名詞 一般 * *... * * ＥＢＭ【医学】 ＥＢＭ イービーエム Thesaurus2015 200906096535663959 C LS52 UNKNOWN_2 Evidence Based Medicine

Can that be right? essays on experiment, evidence, and science

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Franklin, Allan

1999-01-01

In this collection of essays Allan Franklin defends the view that science provides us with knowledge about the world which is based on experimental evidence and on reasoned and critical discussion. In short, he argues that science is a reasonable enterprise. He begins with detailed studies of four episodes from the history of modern physics: (1) the early attempts to detect gravity waves, (2) how the physics community decided that a proposed new elementary particle, 17-keV neutrino, did not exist, (3) a sequence of experiments on K meson decay, and (4) the origins of the Fifth Force hypothesis, a proposed modification of Newton's Law of Universal Gravitation. The case studies are then used to examine issues such as how discord between experimental results is resolved, calibration of an experimental apparatus and its legitimate use in validating an experimental result, and how experimental results provide reasonable grounds for belief in both the truth of physical theories and in the existence of the entities ...

A restatement of the natural science evidence base concerning neonicotinoid insecticides and insect pollinators

OpenAIRE

Godfray, H.Charles J.; Blacquiere, Tjeerd; Field, Linda M.; Hails, Rosemary S.; Petrokofsky, Gillian; Potts, Simon G.; Raine, Nigel E.; Vanbergen, Adam J.; McLean, Angela R.

2014-01-01

There is evidence that in Europe and North America many species of pollinators are in decline, both in abundance and distribution. Although there is a long list of potential causes of this decline, there is concern that neonicotinoid insecticides, in particular through their use as seed treatments are, at least in part, responsible. This paper describes a project that set out to summarize the natural science evidence base relevant to neonicotinoid insecticides and insect pollinators in as pol...

Innovative science within and against a culture of achievement

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Carlone, Heidi B.

2003-05-01

As science educators struggle to reform science education, we need a better understanding of the conundrums associated with the ways educators enact innovative science within and against the academic, rigorous, and elite sociohistorical constructions of science. I ethnographically investigated the meanings of an innovative, reform-based curriculum (Active Physics) in various micro (classroom) and macro (school and community) contexts. I conducted the study in a high school serving primarily upper middle class students, the majority of whom (97%) planned to attend college. I explored how meanings of the curriculum transformed as the curriculum traveled across space and time. While certain aspects of the context enabled innovative science (e.g., support from the administration, pressure to serve a wider range of students), other aspects of the context constrained the potential of the curriculum (e.g., the need to establish for students, parents, and administrators the legitimacy of Active Physics as real and rigorous physics). Using practice theory to understand the influence of context and agency in shaping school science practice, this study demonstrates the potential for viewing meanings of science in local settings as partially fluid entities, sometimes reproducing and sometimes contesting sociohistorical legacies.

The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching

Science.gov (United States)

Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

2015-01-01

The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…

First-Year Mathematics and Its Application to Science: Evidence of Transfer of Learning to Physics and Engineering

Science.gov (United States)

Nakakoji, Yoshitaka; Wilson, Rachel

2018-01-01

Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to second semester sciences/engineering courses (n = 1125). A…

The storage of forensic evidence at the Forensic Science Laboratory in Pretoria, South Africa

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Juanita du Plessis

2011-11-01

Full Text Available One of the cornerstones of the judicial process is the presentation of evidence in a court of law. The integrity of evidence is vital to reassure the courts that the correct procedures were followed throughout all the processes it was subjected to. In South Africa, the Forensic Science Laboratory (FSL in Pretoria analyses and stores evidence. The storage facility within the FSL should contribute to the prevention of evidence contamination or degradation thereby also leading to improved service quality and output to its customers. The proper delivery of evidence can lead to the conviction of suspects and to the freedom of the innocent. This study investigates the storage facilities at the FSL to determine whether these are appropriate to ensure the integrity of evidence throughout all the processes it goes through and to recommend actions to continue to add value to the judicial system.

The impact of natural science contextual teaching through project method to students’ achievement in MTsN Miri Sragen

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Anik Sunarsih

2017-12-01

Full Text Available This study aims to describe the science learning skills among students’ who follow contextual learning through project method with experiment method. The population of this research is the students’ of class VII MTS Negeri Miri Kab. Sragen on the teaching period of 2016/2017. Cluster random sampling technique is used as sample. This research was designed using contextual teaching through project method as an independent variable. The results of this Improvement show that there is a difference in the achievement of students' learning skill that follows contextual learning through the project method with the experimental method with Fobs = 8,83 and significant number 4,04 (p <0,05. Based on these findings contextual learning through the project is one of the learning methods that provide a positive influence on improving the achievement of science learning skills. This ain increase, because CTL is can help students’ understand the material by relating the problems that exist. Project methods are used by students’ in solving problems.

Science Education at Riverside Middle School A Case Study

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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

The pathways of high school science teachers and policy efforts to alter the pipeline

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Sass, Tim

2012-03-01

There is currently much interest in improving the quality of science education in K-12 schools and encouraging more students, particularly minorities and women, to pursue careers in STEM fields. Two interrelated issues are at the forefront: the quality of science teachers and the supply of science teachers. Education research in general finds that the single most important school-based factor affecting student achievement is teacher quality. While there is little evidence that teacher credentials matter for student achievement in the lower grades, there is at least some evidence that content knowledge is an important determinant of teacher quality in middle and secondary schools. However, little is known about the pre-service preparation of high school science teachers and how the training of science teachers affects their performance in the classroom. While there are many efforts underway to increase the supply of science teachers, little is known about the supply of science teachers from different pathways and the factors that lead science teachers to leave the profession. In this presentation I discuss recent work on the supply of teachers from alternative pathways, focusing on high school science teachers. I also summarize the literature on teacher quality and attrition, emphasizing the current state of knowledge on secondary school teachers. Finally, I present current policy initiatives and discuss the likelihood of their success given current research findings.

Comparing Multiple Intelligences Approach with Traditional Teaching on Eight Grade Students' Achievement in and Attitudes toward Science

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Kaya, Osman Nafiz; Dogan, Alev; Gokcek, Nur; Kilic, Ziya; Kilic, Esma

2007-01-01

The purpose of this study was to investigate the effects of multiple intelligences (MI) teaching approach on 8th Grade students' achievement in and attitudes toward science. This study used a pretest-posttest control group experimental design. While the experimental group (n=30) was taught a unit on acids and bases using MI teaching approach, the…

Effect on School Language in Assessment of Achievement

African Journals Online (AJOL)

Eric Wilmot

hundred randomly selected Senior Secondary School II (SSS II) Agricultural Science ... interaction effect of treatment and gender on students' achievement in an ...... Self-concept and science achievement in co-educational and single-sex.

New science, old convictions − Texas Senate Bill 344: identifying further necessary reform in forensic science

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Soni, Naina

2015-01-01

In June 2013, Texas Senate Bill 344 (SB 344) was signed into law after strong Innocence Project support. SB 344 has since transformed the Texan judicial landscape. Known as the ‘Junk Science Writ’, SB 344 enables the court to grant habeas corpus relief based on scientific evidence that ‘(1) was not available to be offered by a convicted person at the convicted person's trial; or (2) contradicts scientific evidence relied on by the state at trial’. Inmates, such as the ‘San Antonio Four’, whose convictions were based upon what is now considered ‘faulty’ medical and forensic testimony, have been released under SB 344. Yet, science, as a field dependent on innovation, is inherently prone to debunking the scientific and forensic methods the law has relied upon to convict individuals. This commentary identifies policy behind SB 344, how SB 344 may influence the perception of science in the courtroom, and how ‘junk science’ is defined and/or limited. Furthermore, this commentary concludes that to achieve justice in the legal system through habeas relief based on ‘junk science’, it is necessary to revitalize and standardize forensic science. PMID:27774192

AN ANTHOLOGY OF THE DISTINGUISHED ACHIEVEMENTS IN SCIENCE AND TECHNIQUE. PART 26: THREE PORTRAITS OF WORLDWIDE KNOWN MATHEMATICIANS OF KHARKOV REGION

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M. I. Baranov

2015-06-01

Full Text Available Purpose. Short description basic confessedly in the world of scientific achievements and vital fascinations of three prominent mathematicians of modern Kharkov region − Academicians of Pogorelov A.V., Marchenko V.A. and Sadovnichiy V.A. Methodology. Scientific methods of receipt, treatment and systematization of mathematical knowledges. Methods of historical investigations of development in human society of different sections of modern mathematics. Results. Short information is resulted about basic fundamental scientific achievements in the period of 20-21 centuries of the mentioned worldwide known domestic scientists-mathematicians in area of geometry, mathematical physics, theory of partial differential equations, operators, numerical mathematics, mathematical building of complicated processes and mathematical methods of treatment of information. These achievements are considered as a background of past and modern development of mathematical science state in Kharkov. Originality. For the first time in the form of a short scientifically-historical essay by a scientist-electrophysicist using accessible for the wide circle of readers language is present important for a world association scientific achievements in the complicated area of row of modern sections of mathematics, being in basis of practically all of the sciences known us. Practical value. Scientific popularization of modern topical knowledges of humanity in the area of special sections of mathematics, opening of role of personality in development of mathematical science and expansion for the large number of people of the scientific mathematical range of interests.

Conceptualising forensic science and forensic reconstruction. Part I: A conceptual model.

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Morgan, R M

2017-11-01

There has been a call for forensic science to actively return to the approach of scientific endeavour. The importance of incorporating an awareness of the requirements of the law in its broadest sense, and embedding research into both practice and policy within forensic science, is arguably critical to achieving such an endeavour. This paper presents a conceptual model (FoRTE) that outlines the holistic nature of trace evidence in the 'endeavour' of forensic reconstruction. This model offers insights into the different components intrinsic to transparent, reproducible and robust reconstructions in forensic science. The importance of situating evidence within the whole forensic science process (from crime scene to court), of developing evidence bases to underpin each stage, of frameworks that offer insights to the interaction of different lines of evidence, and the role of expertise in decision making are presented and their interactions identified. It is argued that such a conceptual model has value in identifying the future steps for harnessing the value of trace evidence in forensic reconstruction. It also highlights that there is a need to develop a nuanced approach to reconstructions that incorporates both empirical evidence bases and expertise. A conceptual understanding has the potential to ensure that the endeavour of forensic reconstruction has its roots in 'problem-solving' science, and can offer transparency and clarity in the conclusions and inferences drawn from trace evidence, thereby enabling the value of trace evidence to be realised in investigations and the courts. Copyright © 2017 The Author. Published by Elsevier B.V. All rights reserved.

Where Are All the Talented Girls? How Can We Help Them Achieve in Science Technology Engineering and Mathematics?

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Monica MEADOWS

2016-12-01

Full Text Available Women’s participation in science, technology, engineering and mathematics (STEM courses and careers lags behind that of men. Multiple factors contribute to the underrepresentation of women and girls in STEM. Academic research suggests three areas, which account for the under representation of girls in STEM: social and environmental factors, the school climate and the influence of bias. In order to engage and to retain girls in STEM, educators need to: eliminate bias in the classroom, change school culture, introduce female role models, help girls assess their abilities accurately and develop talent in areas related to science, technology, engineering, and mathematics. Educators should encourage young girls to ask questions about the world, to problem solve, and to develop creativity through play and experimentation. Women have made impressive gains in science and engineering but remain a distinct minority in many science and engineering fields. Creating environments that support girls’ and women’s achievements and interests in science and engineering will encourage more girls and women to pursue careers in these vital fields.

The impact of podcasts, screencasts, and vodcasts on student achievement in the science classroom

Science.gov (United States)

Pena, Ruben, Jr.

Educators in today's society are in search for different ways to reach their students in order to keep them engaged and active in the learning process. There are several strategies that teachers have utilized in the classroom in order to reach all students. Now seen more in the classroom is the use of technology in one form or another. There are several types of technologies that one may employ while in the classroom, but seen more recently is the use of podcasts, screencasts, and vodcasts. The major purpose of the study was to investigate the impact of using podcasts, screencasts, and vodcasts in conjunction with science curriculum on student academic achievement. Two intermediate schools from the south Texas region were chosen as a convenience sample for the study because one school utilized the technology of podcasts, screencasts, and vodcasts at the student created level while the other school did not utilize podcasts, screencasts, and vodcasts at the student created level. The researcher collected scores from curriculum based assessments that were aligned with the Texas Essential Knowledge and Skills (TEKS) for comparison between the two different groups, while controlling grade five science TAKS scores for group equalization. Once all data was collected, scores were entered into the Statistical Package for the Social Sciences (SPSS) and were analyzed using an analysis of covariance. The ANCOVA allowed the researcher to see that differences among curriculum based assessments scores existed between the two different schools. Scores were higher for the students who utilized podcasts, screencasts, and vodcasts at the student created level when compared to those scores for students who did not utilize podcasts, screencasts, and vodcasts at the student created level. This study showed the benefits reaped of having students create their own podcasts, screencasts, and vodcasts. Having students create their own technology has them actively engaged in the learning

Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education

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Mercer-Mapstone, Lucy; Kuchel, Louise

2015-07-01

Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace-a problem faced in the UK and USA also. Curriculum development in this area, however, hinges on first evaluating how communication skills are taught currently as a base from which to make effective changes. This study aimed to quantify the current standard of communication education within BSc degrees at Australian research-intensive universities. A detailed evidential baseline for not only what but also how communication skills are being taught was established. We quantified which communication skills were taught and assessed explicitly, implicitly, or were absent in a range of undergraduate science assessment tasks (n = 35) from four research-intensive Australian universities. Results indicate that 10 of the 12 core science communication skills used for evaluation were absent from more than 50% of assessment tasks and 77.14% of all assessment tasks taught less than 5 core communication skills explicitly. The design of assessment tasks significantly affected whether communication skills were taught explicitly. Prominent trends were that communication skills in tasks aimed at non-scientific audiences were taught more explicitly than in tasks aimed at scientific audiences, and the majority of group and multimedia tasks taught communication elements more explicitly than individual, or written and oral tasks. Implications for science communication in the BSc and further research are discussed.

Mathematics Achievement by Immigrant Children

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Gary G. Huang

2000-05-01

Full Text Available In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS, I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born children—presumably children of indigenous groups—than among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.

The Effects of Research-Based Curriculum Materials and Curriculum-Based Professional Development on High School Science Achievement: Results of a Cluster-Randomized Trial

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Taylor, Joseph; Kowalski, Susan; Getty, Stephen; Wilson, Christopher; Carlson, Janet

2013-01-01

Effective instructional materials can be valuable interventions to improve student interest and achievement in science (National Research Council [NRC], 2007); yet, analyses indicate that many science instructional materials and curricula are fragmented, lack coherence, and are not carefully articulated through a sequence of grade levels (AAAS,…

Gender and Minority Achievement Gaps in Science in Eighth Grade: Item Analyses of Nationally Representative Data. Research Report. ETS RR-17-36

Science.gov (United States)

Qian, Xiaoyu; Nandakumar, Ratna; Glutting, Joseoph; Ford, Danielle; Fifield, Steve

2017-01-01

In this study, we investigated gender and minority achievement gaps on 8th-grade science items employing a multilevel item response methodology. Both gaps were wider on physics and earth science items than on biology and chemistry items. Larger gender gaps were found on items with specific topics favoring male students than other items, for…

Achieving Open Access to Conservation Science

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Fuller, Richard A; Lee, Jasmine R; Watson, James E M

2014-01-01

Conservation science is a crisis discipline in which the results of scientific enquiry must be made available quickly to those implementing management. We assessed the extent to which scientific research published since the year 2000 in 20 conservation science journals is publicly available. Of the 19,207 papers published, 1,667 (8.68%) are freely downloadable from an official repository. Moreover, only 938 papers (4.88%) meet the standard definition of open access in which material can be freely reused providing attribution to the authors is given. This compares poorly with a comparable set of 20 evolutionary biology journals, where 31.93% of papers are freely downloadable and 7.49% are open access. Seventeen of the 20 conservation journals offer an open access option, but fewer than 5% of the papers are available through open access. The cost of accessing the full body of conservation science runs into tens of thousands of dollars per year for institutional subscribers, and many conservation practitioners cannot access pay-per-view science through their workplace. However, important initiatives such as Research4Life are making science available to organizations in developing countries. We urge authors of conservation science to pay for open access on a per-article basis or to choose publication in open access journals, taking care to ensure the license allows reuse for any purpose providing attribution is given. Currently, it would cost $51 million to make all conservation science published since 2000 freely available by paying the open access fees currently levied to authors. Publishers of conservation journals might consider more cost effective models for open access and conservation-oriented organizations running journals could consider a broader range of options for open access to nonmembers such as sponsorship of open access via membership fees. Obtención de Acceso Abierto a la Ciencia de la Conservación Resumen La ciencia de la conservación es una

The Association between Personal Characteristics and Educational Experiences with Academic Achievement among the Students Zanjan University of Medical Sciences

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befrin MohammdZade

2017-06-01

Full Text Available Background and Objective: Learning Strategies includes overt and covert behaviors, which are associated with success in learning. On the other hand, training students who are able to live in environments with diverse values, rapid technological changes, and developments in the socio-cultural complex is one of the unique challenges to a university administrator. Therefore, this study was performed to investigate the association of personal characteristics and educational experiences of the students of Zanjan University of Medical Sciences with their academic achievements. Materials and Methods: This descriptive correlational study was conducted on the students of Zanjan University of Medical Sciences during 2014-2015 academic year. Students were selected through random stratified sampling based on gender and discipline (N=352. The research tool was the college students’ experiences questionnaire (CSEQ. Data was analyzed using descriptive statistics and multiple regression. Results: All three dimensions of college students’ experiences, including perceptions of quality of environment, quality of effort, and social integration are significant anticipators of their academic achievements respectively and predict 0.415 of achievements variances. Conclusion: Taking into account the personal characteristics and educational experiences of college students for their academic achievements in medical universities is essential. In spite of the impact of academic environments ranging from individuals and facilities for college students, improving these factors contribute to better communication between students and faculty members and.

Language used in interaction during developmental science instruction

Science.gov (United States)

Avenia-Tapper, Brianna

The coordination of theory and evidence is an important part of scientific practice. Developmental approaches to instruction, which make the relationship between the abstract and the concrete a central focus of students' learning activity, provide educators with a unique opportunity to strengthen students' coordination of theory and evidence. Therefore, developmental approaches may be a useful instructional response to documented science achievement gaps for linguistically diverse students. However, if we are to leverage the potential of developmental instruction to improve the science achievement of linguistically diverse students, we need more information on the intersection of developmental science instruction and linguistically diverse learning contexts. This manuscript style dissertation uses discourse analysis to investigate the language used in interaction during developmental teaching-learning in three linguistically diverse third grade classrooms. The first manuscript asks how language was used to construct ascension from the abstract to the concrete. The second manuscript asks how students' non-English home languages were useful (or not) for meeting the learning goals of the developmental instructional program. The third manuscript asks how students' interlocutors may influence student choice to use an important discourse practice--justification--during the developmental teaching-learning activity. All three manuscripts report findings relevant to the instructional decisions that teachers need to make when implementing developmental instruction in linguistically diverse contexts.

Evidence-based creativity: Working between art and science in the field of fine dining.

Science.gov (United States)

Borkenhagen, Chad

2017-10-01

This article examines how scientific knowledge drives creativity in the small but influential culinary movement of 'modernist cuisine'. Originating in the mid-1990s, modernist cuisine began with a small group of avant-garde chefs using science to produce wildly innovative culinary creations. Since then, many of the movement's innovations, as well as its more general 'science-based' approach to cooking, have gained adoption among a diverse range of culinary professionals. But while science has enabled modernist chefs to produce a wide array of innovations and refinements, the group's embrace of scientific values poses a potential threat to the subjective, intuition-driven logic of culinary creativity. Using data gathered through interviews and participant observation, I describe how modernist chefs navigate the potential challenges of using science in a creative field. I find that advocates of modernist cuisine address these challenges by adopting two separate rhetorical repertoires - one emphasizing science-based cooking's advantages over traditional methods, and another that minimizes the differences between these approaches. Observing the strategic deployment of these repertoires illustrates the challenges to incorporating science into creative fields and reveals a complex and nuanced relationship between objectivity, evidence, and aesthetic judgement.

Transfer Entails Communication: The Public Understanding of (Social) Science as a Stage and a Play for Implementing Evidence-Based Prevention Knowledge and Programs.

Science.gov (United States)

Bromme, Rainer; Beelmann, Andreas

2018-04-01

Many social science-based interventions entail the transfer of evidence-based knowledge to the "target population," because the acquisition and the acceptance of that knowledge are necessary for the intended improvement of behavior or development. Furthermore, the application of a certain prevention program is often legitimated by a reference to science-based reasons such as an evaluation according to scientific standards. Hence, any implementation of evidence-based knowledge and programs is embedded in the public understanding of (social) science. Based on recent research on such public understanding of science, we shall discuss transfer as a process of science communication.

An Integrated Interdisciplinary Model for Accelerating Student Achievement in Science and Reading Comprehension across Grades 3-8: Implications for Research and Practice

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Romance, Nancy R.; Vitale, Michael R.

2011-01-01

The purpose of this cross-sectional study was to investigate the effects of a multi-year implementation of the Science IDEAS model on (a) the Iowa Tests of Basic Skills (ITBS) achievement growth in Reading Comprehension and Science of grade 3-5 students receiving the model, and (b) the transfer effects of the model as measured by ITBS Reading…

Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review

Science.gov (United States)

Donnelly, Joseph E.; Hillman, Charles H.; Castelli, Darla; Etnier, Jennifer L.; Lee, Sarah; Tomporowski, Phillip; Lambourne, Kate; Szabo-Reed, Amanda N.

2016-01-01

Background The relation among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. Objective To answer the following questions: (1) among children aged 5-13, do PA and physical fitness influence cognition, learning, brain structure, and brain function? (2) among children aged 5-13, do PA, physical education, and sports programs influence standardized achievement test performance and concentration/attention? Study Eligibility Criteria Primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness or physical education (PE)/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Data Sources Two separate searches were performed to identify studies that focused on (1) cognition, learning, brain structure, and brain function; and (2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990- September 2014) for studies that met inclusion criteria. Sixty-four met inclusion criteria for the first search (cognition/learning/brain) and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Study appraisal and synthesis methods Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters, therefore results were synthesized and presented by study design. Results A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited

Aligning science and policy to achieve evolutionarily enlightened conservation.

Science.gov (United States)

Cook, Carly N; Sgrò, Carla M

2017-06-01

There is increasing recognition among conservation scientists that long-term conservation outcomes could be improved through better integration of evolutionary theory into management practices. Despite concerns that the importance of key concepts emerging from evolutionary theory (i.e., evolutionary principles and processes) are not being recognized by managers, there has been little effort to determine the level of integration of evolutionary theory into conservation policy and practice. We assessed conservation policy at 3 scales (international, national, and provincial) on 3 continents to quantify the degree to which key evolutionary concepts, such as genetic diversity and gene flow, are being incorporated into conservation practice. We also evaluated the availability of clear guidance within the applied evolutionary biology literature as to how managers can change their management practices to achieve better conservation outcomes. Despite widespread recognition of the importance of maintaining genetic diversity, conservation policies provide little guidance about how this can be achieved in practice and other relevant evolutionary concepts, such as inbreeding depression, are mentioned rarely. In some cases the poor integration of evolutionary concepts into management reflects a lack of decision-support tools in the literature. Where these tools are available, such as risk-assessment frameworks, they are not being adopted by conservation policy makers, suggesting that the availability of a strong evidence base is not the only barrier to evolutionarily enlightened management. We believe there is a clear need for more engagement by evolutionary biologists with policy makers to develop practical guidelines that will help managers make changes to conservation practice. There is also an urgent need for more research to better understand the barriers to and opportunities for incorporating evolutionary theory into conservation practice. © 2016 Society for Conservation

Family Status and Students' Academic Achievement in Agricultural ...

African Journals Online (AJOL)

Annals of Modern Education ... This study investigated the relationship between family status and students' academic achievements in agricultural science subject. To achieve this goal, students from Katsina State Science and Technical Education Board (STEB) were purposively selected for the study.Random sampling ...

Dr William Kerr ‘Bill’ Collins, Recipient of the 2010 Tobacco Science Research Conference Lifetime Achievement Award

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Moore JM

2014-12-01

Full Text Available It is my distinct pleasure to make this presentation of the TSRC Lifetime Achievement Award to Dr Bill Collins from NC State University. Bill is well known in academic and industry circles for his contributions to Tobacco Science. Some have suggested that Bill Collins is the single person most identified with flue-cured tobacco at NC State and probably world-wide.

Evidence based communication for health promotion: Indian lessons of last decade.

Science.gov (United States)

Suresh, K

2011-01-01

Good health promotion programs which help achieve public health goals are derived from using a mix of epidemiological and social and behavioral science research information. Social data informed by behavioral theories provides a lens of understanding how recommended behaviors are adopted by different individuals within the population over a period of time. In addition to social and epidemiological data, evidence based and scientifically planned and monitored strategic communication interventions have to be linked to available service components of the program. Communication is increasingly understood as an enabler of individual and social level change to achieve established developmental goals including health. Democratization movements and the advent of the internet have changed the environment around any program communication from top-down, expert-to-consumer (vertical) communication towards non-hierarchical, dialogue-based (horizontal) communication, through which the public increasingly questions recommendations of experts and public institutions on the basis of their own, often web based, research. The amount of information available has increased greatly, including scientifically valid data and evidence-based recommendations alongside poor quality data, personal opinions, and misinformation. Evidence-based approaches include engagement with and listening to stakeholders, and being transparent about decision making, and honest and open about uncertainty and risks. Decision and policy makers cannot assume what the public wants without undertaking social science and decision science research. The Global Polio Eradication Initiative and Integrated Disease Surveillance Projects (IDSP) in India haves shown that monitoring of public concerns needs to be continuous and responsive, and hand in hand with the monitoring of technical strategies and appropriate Information Technology support for, not only data transmission but also for videoconferencing and community

Family experiences, the motivation for science learning and science ...

African Journals Online (AJOL)

Family experiences, the motivation for science learning and science achievement of ... active learning and achievement goals); boys perceived family experiences ... Recommendations were made as to how schools can support families in ...

Teacher Research Programs: An Effective Form of Professional Development to Increase Student Achievement and Benefit the Economy

Science.gov (United States)

Dubner, J.

2008-12-01

U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional

Estimating error rates for firearm evidence identifications in forensic science

Science.gov (United States)

Song, John; Vorburger, Theodore V.; Chu, Wei; Yen, James; Soons, Johannes A.; Ott, Daniel B.; Zhang, Nien Fan

2018-01-01

Estimating error rates for firearm evidence identification is a fundamental challenge in forensic science. This paper describes the recently developed congruent matching cells (CMC) method for image comparisons, its application to firearm evidence identification, and its usage and initial tests for error rate estimation. The CMC method divides compared topography images into correlation cells. Four identification parameters are defined for quantifying both the topography similarity of the correlated cell pairs and the pattern congruency of the registered cell locations. A declared match requires a significant number of CMCs, i.e., cell pairs that meet all similarity and congruency requirements. Initial testing on breech face impressions of a set of 40 cartridge cases fired with consecutively manufactured pistol slides showed wide separation between the distributions of CMC numbers observed for known matching and known non-matching image pairs. Another test on 95 cartridge cases from a different set of slides manufactured by the same process also yielded widely separated distributions. The test results were used to develop two statistical models for the probability mass function of CMC correlation scores. The models were applied to develop a framework for estimating cumulative false positive and false negative error rates and individual error rates of declared matches and non-matches for this population of breech face impressions. The prospect for applying the models to large populations and realistic case work is also discussed. The CMC method can provide a statistical foundation for estimating error rates in firearm evidence identifications, thus emulating methods used for forensic identification of DNA evidence. PMID:29331680

Research on same-gender grouping in eighth-grade science classrooms

Science.gov (United States)

Friend, Jennifer Ingrid

classroom climate for male or female students. There is evidence in the literature to support further investigations in gender differences in science education to address the unique needs of male and female students in order to create gains in student science achievement and to encourage positive attitudes toward science.

Does the Constellation Program Offer Opportunities to Achieve Space Science Goals in Space?

Science.gov (United States)

Thronson, Harley A.; Lester, Daniel F.; Dissel, Adam F.; Folta, David C.; Stevens, John; Budinoff, Jason G.

2008-01-01

Future space science missions developed to achieve the most ambitious goals are likely to be complex, large, publicly and professionally very important, and at the limit of affordability. Consequently, it may be valuable if such missions can be upgraded, repaired, and/or deployed in space, either with robots or with astronauts. In response to a Request for Information from the US National Research Council panel on Science Opportunities Enabled by NASA's Constellation System, we developed a concept for astronaut-based in-space servicing at the Earth-Moon L1,2 locations that may be implemented by using elements of NASA's Constellation architecture. This libration point jobsite could be of great value for major heliospheric and astronomy missions operating at Earth-Sun Lagrange points. We explored five alternative servicing options that plausibly would be available within about a decade. We highlight one that we believe is both the least costly and most efficiently uses Constellation hardware that appears to be available by mid-next decade: the Ares I launch vehicle, Orion/Crew Exploration Vehicle, Centaur vehicle, and an airlock/servicing node developed for lunar surface operations. Our concept may be considered similar to the Apollo 8 mission: a valuable exercise before descent by astronauts to the lunar surface.

The extent of evidence-based information about child maltreatment fatalities in social science textbooks.

Science.gov (United States)

Douglas, Emily M; Serino, Patricia J

2013-10-01

Previous research has established that child welfare workers lack important information about child maltreatment fatalities and risk factors leading to death. Further, training has not been associated with improvements in knowledge. The authors assessed the presence of evidence-based information about child maltreatment fatalities and risk factors for death in 24 social science textbooks about child abuse and neglect or child welfare. The results indicate that basic information, such as definitions and incidence rates of child maltreatment fatalities are routinely included in social science textbooks, but information about child, parent, and household risk factors are not, and that inaccurate information is often included. Implications of the findings are discussed.

Reinventing Image Detective: An Evidence-Based Approach to Citizen Science Online

Science.gov (United States)

Romano, C.; Graff, P. V.; Runco, S.

2017-12-01

the specific tasks required of participants;• A dedicated user interface for the actual citizen science interaction.In addition, testing revealed that users may require additional context when a task is complex, difficult, or unusual (locating a specific image and its center point on a map of Earth). Video evidence will be made available with this presentation.

Evaluation and capacity building to improve precollege science and mathematics achievement in the US: 10 CFR, Part 605

Energy Technology Data Exchange (ETDEWEB)

1992-01-01

The National Center for Improving Science Education has undertaken activities to achieve evaluation goals for DOE's Precollege programs: develop means to determine program quality; develop means for determining the contribution of DOE precollege programs to both teacher enhancement and student achievement; provide evaluation designs and instruments and reports of program quality and impact; and strengthen both DOE's and the Labs' capacity to do both short- and long-term planning as well as deliver effective programs and evaluation. Appendices include evaluation/technical assistance report, profiling teacher research participation and teacher development programs, teacher surveys, impact assessment design, and teacher research participation programs anecdotes for 8 labs.

The Relationship between Sleep Quality and Academic Achievement with Migraine Headaches among Alborz Medical Sciences University Students

Directory of Open Access Journals (Sweden)

Leila Sadati

2017-03-01

Full Text Available Background : Considering the issue of sleep quality in medical students as a stratum of society who are concerned with human health and its relationship with other psychological variables (in particular academic achievement and headaches seems essential. So, the present study was done to evaluate the relationship between Sleep Quality and academic achievement with migraine headaches. Materials and Methods: The present study was descriptive _ correlation. The population in this study includes all the students in Alborz Medical Sciences University in the academic year of 2014. 256 students (156 females and 100 males who were selected according to research entrance criteria by stratified sampling method; and they answered to the Sleep of Quality Test and Examine Migraine Headaches Symptom Questionnaires. Also, the mean of first term scores were considered as an index of the academic achievement. The data were analyzed by SPSS 19 software. Results: The results showed that there were statistically significant correlation between migraine headaches with academic achievement, Sleep of Quality and substandard mental sleep quality, delay into going to sleep, sleep disorders, taking hypnotic pills, and daily function disorder; and sleep disorders, daily function disorder, academic achievement and taking hypnotic pills could predict and explain 25/6 changes associated to migraine headaches. Conclusion: Those students with inappropriate Sleep of Quality; they experienced more migraine headaches and failure in academic achievements.

Evidence-based librarianship: an overview.

Science.gov (United States)

Eldredge, J D

2000-10-01

To demonstrate how the core characteristics of both evidence-based medicine (EBM) and evidence-based health care (EBHC) can be adapted to health sciences librarianship. Narrative review essay involving development of a conceptual framework. The author describes the central features of EBM and EBHC. Following each description of a central feature, the author then suggests ways that this feature applies to health sciences librarianship. First, the decision-making processes of EBM and EBHC are compatible with health sciences librarianship. Second, the EBM and EBHC values of favoring rigorously produced scientific evidence in decision making are congruent with the core values of librarianship. Third, the hierarchical levels of evidence can be applied to librarianship with some modifications. Library researchers currently favor descriptive-survey and case-study methods over systematic reviews, randomized controlled trials, or other higher levels of evidence. The library literature nevertheless contains diverse examples of randomized controlled trials, controlled-comparison studies, and cohort studies conducted by health sciences librarians. Health sciences librarians are confronted with making many practical decisions. Evidence-based librarianship offers a decision-making framework, which integrates the best available research evidence. By employing this framework and the higher levels of research evidence it promotes, health sciences librarians can lay the foundation for more collaborative and scientific endeavors.

A study of the effects of gender and different instructional media (computer-assisted instruction tutorials vs. textbook) on student attitudes and achievement in a team-taught integrated science class

Science.gov (United States)

Eardley, Julie Anne

The purpose of this study was to determine the effect of different instructional media (computer assisted instruction (CAI) tutorial vs. traditional textbook) on student attitudes toward science and computers and achievement scores in a team-taught integrated science course, ENS 1001, "The Whole Earth Course," which was offered at Florida Institute of Technology during the Fall 2000 term. The effect of gender on student attitudes toward science and computers and achievement scores was also investigated. This study employed a randomized pretest-posttest control group experimental research design with a sample of 30 students (12 males and 18 females). Students had registered for weekly lab sessions that accompanied the course and had been randomly assigned to the treatment or control group. The treatment group used a CAI tutorial for completing homework assignments and the control group used the required textbook for completing homework assignments. The Attitude toward Science and Computers Questionnaire and Achievement Test were the two instruments administered during this study to measure students' attitudes and achievement score changes. A multivariate analysis of covariance (MANCOVA), using hierarchical multiple regression/correlation (MRC), was employed to determine: (1) treatment versus control group attitude and achievement differences; and (2) male versus female attitude and achievement differences. The differences between the treatment group's and control group's homework averages were determined by t test analyses. The overall MANCOVA model was found to be significant at p factor set independent variables separately resulted in gender being the only variable that significantly contributed in explaining the variability in a dependent variable, attitudes toward science and computers. T test analyses of the homework averages showed no significant differences. Contradictory to the findings of this study, anecdotal information from personal communication, course

Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university

Science.gov (United States)

Davis, Consuella Artiemese

This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in

Forensic aspects of digital evidence: contributions and initiatives by the National Center for Forensic Science

Science.gov (United States)

Whitcomb, Carrie M.

2002-08-01

Digital evidence is information of probative value that is either stored or transmitted in a digital form. Digital evidence can exist as words (text), sound (audio), or images (video or still pictures). Law enforcement and forensic scientists are faced with collecting and analyzing these new forms of evidence that previously existed on paper or on magnetic tapes. They must apply the law and science to the processes they use. Extrapolating the old processes into the new formats has been proceeding since the 1980's. Regardless of the output format, all digital evidence has a certain commonality. One would assume that the rules of evidence and the scientific approach would also have some common characteristics. Obviously, there is also a divergence due to the differences in outputs. It is time to approach the issues regarding digital evidence in a more deliberate, organized, and scientific manner. The program outlined by the NCFS would explore these various formats, their features common to traditional types of forensic evidence, and their divergent features and explore the scientific basis for handling of digital evidence. Our web site, www.ncfs.org, describes our programs.

When craft and science collide: Improving therapeutic practices through evidence-based innovations.

Science.gov (United States)

Justice, Laura M

2010-04-01

Evidence-based practice (EBP) is a model of clinical decision-making that is increasingly being advocated for use in the field of speech-language pathology. With the increased emphasis on scientific evidence as a form of knowledge important to EBP, clinicians may wonder whether their craft-based knowledge (i.e., knowledge derived from theory and practice), remains a legitimate form of knowledge for use in clinician decisions. This article describes forms of knowledge that may be used to address clinical questions, to include both craft and science. Additionally, the steps used when engaging in EBP are described so that clinicians understand when and how craft comes into play. The major premise addressed within this article is that craft is a legitimate form of knowledge and that engagement in EBP requires one to employ craft-based knowledge.

When Knowledge Isn't Power: Science, Technology, and the Environment in the 21st Century

Science.gov (United States)

Oreskes, N.

2012-12-01

Ever since Sir Francis Bacon coined the adage, scientists have believed that "knowledge is power," but this presupposes that people are willing to embrace knowledge. Today, a significant proportion of the American public rejects the scientific evidence of climate change, and many of these Americans are highly educated, so their views cannot be attributed to scientific illiteracy or misunderstanding. Historical evidence shows that resistance to scientific evidence of climate change--like the earlier resistance to the evidence of acid rain, the ozone hole, and the harms of tobacco use--is rooted in intellectual commitments to freedom, individualism, and the power of the free market to protect political freedom while delivering goods and services. Therefore, good public policy is not likely to be achieved by producing more science, better science, or communicating that science more effectively. Rather, it suggests that effective public policy must acknowledge these commitments and concerns, and offer solutions that are not perceived to threaten the American way of life.

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

Science.gov (United States)

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

2014-01-01

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

Review of "The Effect of Special Education Vouchers on Public School Achievement: Evidence from Florida's McKay Scholarship Program"

Science.gov (United States)

Yun, John T.

2008-01-01

A new report published by the Manhattan Institute for Education Policy, "The Effect of Special Education Vouchers on Public School Achievement: Evidence from Florida's McKay Scholarship Program," attempts to examine the complex issue of how competition introduced through school vouchers affects student outcomes in public schools. The…

The Predictiveness of Achievement Goals

Directory of Open Access Journals (Sweden)

Huy P. Phan

2013-11-01

Full Text Available Using the Revised Achievement Goal Questionnaire (AGQ-R (Elliot & Murayama, 2008, we explored first-year university students’ achievement goal orientations on the premise of the 2 × 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010, we conceptualized a model that included both antecedent (i.e., enactive learning experience and consequence (i.e., intrinsic motivation and academic achievement of achievement goals. Two hundred seventy-seven university students (151 women, 126 men participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 × 2 model.

Assets and Educational Achievement: Theory and Evidence

Science.gov (United States)

Elliott, William; Sherraden, Michael

2013-01-01

This special issue of Economics of Education Review explores the role of savings and asset holding in post-secondary educational achievement. Most college success research has focused on income rather than assets as a predictor, and most college financing policy has focused on tuition support and educational debt, rather than asset accumulation.…

Giving priority to evidence in science teaching: A first-year elementary teacher's specialized practices and knowledge

NARCIS (Netherlands)

Avraamidou, Lucy; Zembal-Saul, Carla

2005-01-01

The purpose of this qualitative case study was to examine the nature of a first-year elementary teacher's specialized practices and knowledge for giving priority to evidence in science teaching and to explore the possible sources from which this knowledge was generated. Data included three

Revitalising Evidence-based Policy for the Sendai Framework for Disaster Risk Reduction 2015-2030: Lessons from Existing International Science Partnerships.

Science.gov (United States)

Carabine, Elizabeth

2015-04-23

The convergence of agreements on disaster risk reduction (DRR), development finance, sustainable development and climate change in 2015 presents a unique opportunity for coherence across these inter-related policy areas. At the same time, demand is growing for a more prominent and effective role for science and technology in providing evidence for policy, with the international community recognising that successful disaster risk reduction (DRR) depends on it. Reflecting this ambition, science is included as a core aspect of the Sendai Framework for Disaster Risk Reduction 2015-2030, although the ways in which this will be implemented in practice is still unclear. This paper aims to inform the implementation of international science coordination for DRR by examining a number of existing international science partnerships used across other relevant areas of policy to understand best practice, options for coordination and lessons identified. In the field of DRR, the science-policy interface needs to be strengthened in line with the best practice described in this review. An enhanced UNISDR Scientific and Technical Advisory Group will be given the mandate for to enhance the evidence base for DRR and mobilise science and technical work in coordination with a broad range of stakeholders. The structure and function of an enhanced STAG must be as open, as inclusive and as participatory as possible in order to build trust in new and existing institutions at local, national, regional and global levels. The challenge for the international community is to facilitate evidence-based policy making by formally recognising the links between DRR, development finance, sustainable development and climate change in the upcoming post-2015 agreements.

Next Generation Science Standards and edTPA: Evidence of Science and Engineering Practices

Science.gov (United States)

Brownstein, Erica M.; Horvath, Larry

2016-01-01

Science teacher educators in the United States are currently preparing future science teachers to effectively implement the "Next Generation Science Standards" (NGSS) and, in thirteen states, to successfully pass a content-specific high stakes teacher performance assessment, the edTPA. Science education and teacher performance assessment…

An Exploration of the Ways that Parents Can Influence African American Girls Interest in Achieving in Math and Science

Science.gov (United States)

Alexander, Lori L.

Math and science is the core of science, technology, engineering and math (STEM) education. It is the staying power of economic growth, job opportunities, new technology, innovation and emerging research on a global spectrum in the 21st century. Data reports that African American women are underrepresented in the STEM career field. The focus of this project was to specifically address African American middle school girls achievement gap, awareness and interests in the STEM pipeline. Data for this research was gathered by using Action Research Methodology approach using journals, questionnaire survey and dialogue. Five parents/educators participated in this empirical research study by sharing their personal, lived and unapologetic experiences through eight weeks of action/reflection inquiry. The finding of this research is that parents need to be engaged about STEM and the importance for girls to do well academically early in school with math and science.

The Influence of the Project Method on the Achievement of Young Learners in the Field Science and Social Studies

Science.gov (United States)

Prtljaga, Snežana; Veselinov, Danica

2017-01-01

The paper deals with the influence of project work on the achievement of young learners in the area of science and social studies. The presented results are part of a wider study, in which they were interpreted from a different angle. The goal of the wider study was to determine to what extent a higher level of knowledge acquisition in the field…

Investigation of Science Inquiry Items for Use on an Alternate Assessment Based on Modified Achievement Standards Using Cognitive Lab Methodology

Science.gov (United States)

Dickenson, Tammiee S.; Gilmore, Joanna A.; Price, Karen J.; Bennett, Heather L.

2013-01-01

This study evaluated the benefits of item enhancements applied to science-inquiry items for incorporation into an alternate assessment based on modified achievement standards for high school students. Six items were included in the cognitive lab sessions involving both students with and without disabilities. The enhancements (e.g., use of visuals,…

Achieving Educational Goals in Neurology Ward from the Viewpoint of Clinical Clerkship at Kermanshah University of Medical Sciences in 2012

Directory of Open Access Journals (Sweden)

Nazanin Razazian

2012-11-01

Full Text Available In medical education, setting goals for clinical clerkship is the responsibility of educational groups. Taking the students' opinions into account, it is possible to study the efficacy of education in terms of learning and achieving educational goals. (1In periodontics and restorative departments of Shahed and Tehran University of Medical Sciences, it is reported that, achieving educational goals is not poss-ible (2. Also, some studies have reported the inadequacy of educational objectives in anesthesia clerkship from the viewpoint of medical students (3. In this descriptive-analytic study, 166 medical students of neurology wards at Imam Reza Hospital in Kermanshah during 2011- 2012 were selected via a survey to study the achievement rate of educational goals. We used a questionnaire to collect data. Reliability of the questionnaire (including content and face validity was obtained via consulting with ten faculty members of Kermanshah University of Medical Sciences.The mean age of the participants was 21.34 (±1.43 years. 60.5% of them were females. 3.6% were freshmen and 49.9% were sophomores. 79.5% knew the goals before the start of clinical clerkship and 76.5% took part in the justification session in which their responsibility and method of evaluation were presented. 78.3% of them received the emergency protocol of Neurology. Overall, the participants ranked the goal achievement as high (41.6%, well (45.2% and medium (23.3%. There was no statistically significantly association between achieving educational goals and age and clinical clerkship period. However, there was a statis¬tically significantly association between the increase rate of achieving educational goals and introducing the objectives at the beginning of clinical clerkship period (p=0.011, justification session at the beginning of clinical clerkship (p=0.019 being familiar with emergency protocols of Neurology (p=0.04 and the season (winter in comparison with fall and spring in

Teachers' participation in research programs improves their students' achievement in science.

Science.gov (United States)

Silverstein, Samuel C; Dubner, Jay; Miller, Jon; Glied, Sherry; Loike, John D

2009-10-16

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.

Family experiences, the motivation for science learning and science ...

African Journals Online (AJOL)

Schulze, Salome

Student Motivation for Science Learning questionnaire combined with items investigating family experiences. ... science achievement: inadequate school resources and weak household ..... informal interviews with the science teachers of the.

Understanding Science Teaching Effectiveness: Examining How Science-Specific and Generic Instructional Practices Relate to Student Achievement in Secondary Science Classrooms

Science.gov (United States)

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-01-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student…

FEDS : A Framework for Evaluation in Design Science Research

DEFF Research Database (Denmark)

Venable, John; Pries-Heje, Jan; Baskerville, Richard

2015-01-01

Evaluation of design artefacts and design theories is a key activity in Design Science Research (DSR), as it provides feedback for further development and (if done correctly) assures the rigour of the research. However, the extant DSR literature provides insufficient guidance on evaluation...... to enable Design Science Researchers to effectively design and incorporate evaluation activities into a DSR project that can achieve DSR goals and objectives. To address this research gap, this research paper develops, explicates, and provides evidence for the utility of a Framework for Evaluation in Design...... Science (FEDS) together with a process to guide design science researchers in developing a strategy for evaluating the artefacts they develop within a DSR project. A FEDS strategy considers why, when, how, and what to evaluate. FEDS includes a two-dimensional characterisation of DSR evaluation episodes...

The supplemental instruction program: Student perceptions of the learning environment and impact on student academic achievement in college science at California State University, San Marcos

Science.gov (United States)

Hizer, Suzanne Elizabeth

Higher education in science has been criticized and calls to increase student learning and persistence to degree has been recognized as a national problem by the Department of Education, the National Science Foundation, the National Research Council, and the National Academy of Sciences. One mode of academic assistance that may directly address this issue is the implementation of Supplemental Instruction (SI) in science courses. SI is a specific model of academic assistance designed to help students in historically difficult science classes master course content, thus increasing their academic achievement and retention. This study assessed the SI program at California State University, San Marcos, in supported science courses. Specifically, academic achievement based on final course grades were compared between SI participating and nonparticipating students, multiple affective factors were measured at the beginning and end of the semester, and students' perceptions of the classroom and SI session learning environments recorded. Overall, students who attended five or more SI sessions achieved higher final course grades. Students who chose to participate in SI had higher initial levels of responsibility and anxiety. Additionally, SI participants experienced a reduction in anxiety over the semester whereas nonparticipants experienced an increase in anxiety from beginning to the end of the semester. The learning environment of SI embodies higher levels of constructivist principles of active learning such as cooperation, cohesiveness, innovation, and personalization---with one exception for the physics course, which is a based on problem-based learning. Structural equation modeling of variables indicates that high self-efficacy at the end of the semester is directly related to high final course grades; this is mediated by cohesion in the classroom and the cooperation evidenced in SI sessions. These findings are elaborated by student descriptions of what happened in SI

Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations

Science.gov (United States)

Miller, David I.; Eagly, Alice H.; Linn, Marcia C.

2015-01-01

In the past 40 years, the proportion of women in science courses and careers has dramatically increased in some nations but not in others. Our research investigated how national differences in women's science participation related to gender-science stereotypes that associate science with men more than women. Data from ~350,000 participants in 66…

Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

OpenAIRE

Drummond, Aaron; Sauer, James D.

2014-01-01

Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and readi...

Leadership, Self-Efficacy, and Student Achievement

Science.gov (United States)

Grayson, Kristin

2013-01-01

This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the "Leadership Behavior Description Question" (LBDQ) Form XII by Stogdill (1969),…

Science achievement determinants: factorial structure of family ...

African Journals Online (AJOL)

The family plays an important role in determining the academic achievement ... parents' assistance, expectation, and encouragement in their children's mathematics ... suggested that cultural upbringing is a strong factor contributing to the.

Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms

Science.gov (United States)

Taylor, Jonte C.; Tseng, Ching-mei; Murillo, Angelique; Therrien, William; Hand, Brian

2018-01-01

The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and…

Healthy Eating and Academic Achievement

Centers for Disease Control (CDC) Podcasts

This podcast highlights the evidence that supports the link between healthy eating and improved academic achievement. It also identifies a few actions to support a healthy school nutrition environment to improve academic achievement.

Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

Science.gov (United States)

Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

2014-08-01

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

Gender roles and science beliefs and their relationship to science interest

Science.gov (United States)

Paolucci, Judith Jean

This study investigated adolescents' views about the nature of science (NOS) and conceptions of their gender identities, and revealed whether these conceptions and views are related to their science interest. Participants were 566 high school students enrolled in chemistry courses at three high schools in a New England state. A questionnaire was used to assess participants' science interest, gender role perceptions, and views about science, as well as to provide background and math and science achievement data. The study found that while student scores of NOS understanding did not differ by gender, some significant differences were noted on the student responses to statements about science. Students with higher-than-average science interest scores responded to these statements differently than students with lower science interest scores; their responses tended to more closely match statements about NOS taken from current reform documents. The study also found that math and science achievement, masculinity scores, and NOS scores accounted for a greater variance of science interest for girls than for boys, though all three also contributed significantly and positively to the regression equation for boys. These predictor variables predicted membership to the lower or higher science interest groups, but could not predict students' career aspiration groups. Thus, other mediating factors not considered in this study may translate high science interest to science career aspiration. The results of this study coed prior research, which found that science and math achievement and masculinity are positively and significantly related to science interest for boy boys and girls. Moreover, the study found that achievement in math and science courses is a greater predictor of science interest for girls than for boys. The results of this study provide a rationale for incorporating the nature of science into the science curriculum. Moreover, since the science interest of boys was

Physical Activity and Academic Achievement

Centers for Disease Control (CDC) Podcasts

This podcast highlights the evidence that supports the link between physical activity and improved academic achievement. It also identifies a few actions to support a comprehensive school physical activity program to improve academic achievement.

The globalization of behavioral science evidence about battered women: a theory of production and diffusion.

Science.gov (United States)

Gatowski, S I; Dobbin, S A; Richardson, J T; Ginsburg, G P

1997-01-01

A theoretical framework is proposed for understanding how the innovative use of behavioral science evidence is both produced and diffused among members of the global legal community. Using case law analyses and interviews with key individuals involved in selected cases, we examine how battered woman syndrome (BWS) is produced and diffused between and among Australia, Canada, England, and the United States. The following diffusion mechanisms are proposed: (1) The availability and accessibility of credible dissemination sources; (2) characteristics of the overall practice environment operating in each legal culture; (3) the attitudes and knowledge of attorneys and judges about the use of scientific evidence; (4) political and social support for the use of the evidence in the legal culture; and (5) the level of structural equivalence, communication, and "neighbor effects" between and among legal cultures. Each mechanism is discussed and supplemented with information from interviews with individuals involved in key cases involving BWS evidence.

Investigating of the Relationship between the Views of the Prospective Science Teachers on the Nature of Scientific Models and Their Achievement on the Topic of Atom

Science.gov (United States)

Derman, Aysegül; Kayacan, Kadriye

2017-01-01

A non-experimental descriptive and correlational design was used to examine the "notion of the nature of scientific model, atom achievement and correlation between the two" held by a total sample of 76 prospective science teachers. "Students' Understanding of Models in Science" scale was utilized to evaluate the views of the…

The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

Science.gov (United States)

Phillips, Pamela Prevette

Nationally, at risk students make up to 30% of U.S. students in public schools. Many at risk students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high school diploma or a certificate of attendance. Many at risk students will not graduate; nearly one-third of all United States high school students have left the public school system before graduating, which has been referred to as a national crisis. Many at risk students fail science courses that are required for graduation, such as biology. Clearly, many students are not responding positively to the conditions in many public school classrooms, suggesting the need for different methods of educating at risk students, such as e-education. Three research questions guided the study: 1) Who are the students in an e-education, online summer school credit recovery course? 2) Do students' beliefs about their learning environment or other personal factors influence their academic achievement?, and 3) How do students describe their experiences of an e-education science course? This mixed methods study investigates thirty-two at risk students who were enrolled in one of three e-education science education courses (biology, earth science, and physical science) during a summer session in a rural county in a southeastern US state. These students failed their most recent science course taken in a traditional classroom setting. Artino's (2010) social-cognitive model of academic motivation and emotion was used as a theoretical framework to highlight the salient motivational factors toward learning science (e.g., task characteristics, task value beliefs, positive emotions). Student data included pre and post tests for all e-education lessons, a final exam, survey data (Students Motivation towards Science Learning (SMTSL), time (on task and idle), field notes, and

Forensic aspects of digital evidence: contributions and initiatives by the National Center for Forensic Science (NCFS)

Science.gov (United States)

Whitcomb, Carrie M.

2002-07-01

Digital evidence is information of probative value that is either stored or transmitted in a digital form. Digital evidence can exist as words (text), sound (audio), or images (video or still pictures). Law enforcement and forensic scientists are faced with collecting and analyzing these new forms of evidence that previously existed on paper or on magnetic tapes. They must apply the law and science to the processes they use. Extrapolating the old processes into the new formats has been proceeding since the 1980's. Regardless of the output format, all digital evidence has a certain commonality. One would assume that the rules of evidence and the scientific approach would also have some common characteristics. Obviously, there is also a divergence due to the differences in outputs. It is time to approach the issues regarding digital evidence in a more deliberate, organized, and scientific manner. The program outlined by the NCFS would explore these various formats, the features common to traditional types of forensic evidence, and their divergent features and explore the scientific basis for handling of digital evidence. Our web site, www.ncfs.org, describes our programs.

"Media, politics and science policy: MS and evidence from the CCSVI Trenches".

Science.gov (United States)

Pullman, Daryl; Zarzeczny, Amy; Picard, André

2013-02-12

In 2009, Dr. Paolo Zamboni proposed chronic cerebrospinal venous insufficiency (CCSVI) as a possible cause of multiple sclerosis (MS). Although his theory and the associated treatment ("liberation therapy") received little more than passing interest in the international scientific and medical communities, his ideas became the source of tremendous public and political tension in Canada. The story moved rapidly from mainstream media to social networking sites. CCSVI and liberation therapy swiftly garnered support among patients and triggered remarkable and relentless advocacy efforts. Policy makers have responded in a variety of ways to the public's call for action. We present three different perspectives on this evolving story, that of a health journalist who played a key role in the media coverage of this issue, that of a health law and policy scholar who has closely observed the unfolding public policy developments across the country, and that of a medical ethicist who sits on an expert panel convened by the MS Society of Canada and the Canadian Institutes of Health Research to assess the evidence as it emerges. This story raises important questions about resource allocation and priority setting in scientific research and science policy. The growing power of social media represents a new level of citizen engagement and advocacy, and emphasizes the importance of open debate about the basis on which such policy choices are made. It also highlights the different ways evidence may be understood, valued and utilized by various stakeholders and further emphasizes calls to improve science communication so as to support balanced and informed decision-making.

What Happens to the Fish's Achievement in a Little Pond? A Simultaneous Analysis of Class-Average Achievement Effects on Achievement and Academic Self-Concept

Science.gov (United States)

Stäbler, Franziska; Dumont, Hanna; Becker, Michael; Baumert, Jürgen

2017-01-01

Empirical studies have demonstrated that students who are taught in a group of students with higher average achievement benefit in terms of their achievement. However, there is also evidence showing that being surrounded by high-achieving students has a negative effect on students' academic self-concept, also known as the big-fish--little-pond…

Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science

Science.gov (United States)

Cavagnetto, Andy Roy

This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher

Interacting Science through Web Quests

Science.gov (United States)

Unal, Ahmet; Karakus, Melek Altiparmak

2016-01-01

The purpose of this paper is to examine the effects of WebQuests on elementary students' science achievement, attitude towards science and attitude towards web supported education in teaching 7th grade subjects (Ecosystems, Solar System). With regard to this research, "Science Achievement Test," "Attitude towards Science Scale"…

Museums, zoos, and gardens: how formal-informal partnerships can impact urban students' performance in science.

Science.gov (United States)

Weinstein, Meryle; Whitesell, Emilyn Ruble; Schwartz, Amy Ellen

2014-12-01

Informal science education institutions (ISEIs) are critical partners in public science education, as they support the science efforts of school systems by providing authentic opportunities for scientific inquiry. This study reports findings from an evaluation of urban advantage (UA), a collaboration between the New York City Department of Education and eight ISEIs designed to improve science education in New York City (NYC) middle schools. Now in its 10th year, the program harnesses the resources and expertise of NYC's ISEIs to (a) enhance the science content knowledge of middle school science teachers, (b) develop teachers' skills at using inquiry-based approaches in their classrooms, and (c) improve the science achievement of middle school students. We examine whether the UA program has led to increased student achievement on the eighth-grade New York State standardized science exam for students in participating schools; in supplemental analyses, we examine the effects on longer term (ninth-grade) outcomes. We use a difference-in-differences framework with school fixed effects to estimate the impact of attending a UA school in eighth grade on science achievement. Our key outcome is performance on New York State's eighth-grade intermediate-level science assessment; longer term outcomes include enrollment at specialized science, technology, engineering, and math high schools as well as taking and passing the high school (Regents) science exams. We find that attending a UA school increases student performance on the eighth-grade science exam by approximately 0.05 SD, and there is some evidence of small effects on Regents taking and passing rates. © The Author(s) 2014.

Integrating Brain Science and Law: Neuroscientific Evidence and Legal Perspectives on Protecting Individual Liberties

Directory of Open Access Journals (Sweden)

Calvin J. Kraft

2017-11-01

Full Text Available Advances in neuroscientific techniques have found increasingly broader applications, including in legal neuroscience (or “neurolaw”, where experts in the brain sciences are called to testify in the courtroom. But does the incursion of neuroscience into the legal sphere constitute a threat to individual liberties? And what legal protections are there against such threats? In this paper, we outline individual rights as they interact with neuroscientific methods. We then proceed to examine the current uses of neuroscientific evidence, and ultimately determine whether the rights of the individual are endangered by such approaches. Based on our analysis, we conclude that while federal evidence rules constitute a substantial hurdle for the use of neuroscientific evidence, more ethical safeguards are needed to protect against future violations of fundamental rights. Finally, we assert that it will be increasingly imperative for the legal and neuroscientific communities to work together to better define the limits, capabilities, and intended direction of neuroscientific methods applicable for use in law.

TIMSS 2011: Relationship between self-confidence and cognitive achievement for Serbia and Slovenia

Directory of Open Access Journals (Sweden)

Gordana Miscevic Kadijevic

2015-08-01

Full Text Available By using TIMSS Grade 4 2011 science data for Serbia and Slovenia, this study examined which of two dimensions towards science learning (self-confidence in learning science, or liking learning science, if any, was primarily related to students' cognitive achievement in science. This achievement was considered for three cognitive domains, namely: Knowing, Applying, and Reasoning. The analysis revealed that, in both countries, achievement was mainly linked to self-confidence in each of the three cognitive domains. Because of positive correlations, classroom work may be improved by including, whenever possible, activities aimed at strengthening students' beliefs in their own abilities to learn science.

Inflammation and Nutritional Science for Programs/Policies and Interpretation of Research Evidence (INSPIRE)

DEFF Research Database (Denmark)

Raiten, Daniel J; Sakr Ashour, Fayrouz A; Ross, A Catharine

2015-01-01

of the bidirectional relations between nutritional status and the development and function of the immune and inflammatory response and 2) the specific impact of the inflammatory response on the selection, use, and interpretation of nutrient biomarkers. The goal of the Inflammation and Nutritional Science for Programs......; and 5) the presentation of new approaches to the study of these relations. Each WG was tasked with synthesizing a summary of the evidence for each of these topics and delineating the remaining gaps in our knowledge. This review consists of a summary of the INSPIRE workshop and the WG deliberations......./Policies and Interpretation of Research Evidence (INSPIRE) is to provide guidance for those users represented by the global food and nutrition enterprise. These include researchers (bench and clinical), clinicians providing care/treatment, those developing and evaluating programs/interventions at scale, and those responsible...

The origin of oil and gas in light of the latest achievements in earth sciences

Energy Technology Data Exchange (ETDEWEB)

Dolenko, G.N.

1984-01-01

A theory of mineralogical asthenospheric origin of oil and gas is justified from geological, geophysical and geochemical standpoints in light of the contemporary achievements of earth sciences. The conditions of formation of oil and gas bearing provinces and the formation of oil and gas deposits are characterized. Three eras of oil and gas formation and oil and gas accumulation in the earth's crust, which are associated with the Hercynian, Cimmerian and Alpine geotectonic cycles of development of geosynclinal regions, are identified in the evolutionary development of the earth. The presented opinions are supported by data from geological exploration practice and by current materials from hydrogeochemistry, thermobarogeologeochemistry, space geochemistry and from the study of volcanos.

The Impact of Data-Based Science Instruction on Standardized Test Performance

Science.gov (United States)

Herrington, Tia W.

Increased teacher accountability efforts have resulted in the use of data to improve student achievement. This study addressed teachers' inconsistent use of data-driven instruction in middle school science. Evidence of the impact of data-based instruction on student achievement and school and district practices has been well documented by researchers. In science, less information has been available on teachers' use of data for classroom instruction. Drawing on data-driven decision making theory, the purpose of this study was to examine whether data-based instruction impacted performance on the science Criterion Referenced Competency Test (CRCT) and to explore the factors that impeded its use by a purposeful sample of 12 science teachers at a data-driven school. The research questions addressed in this study included understanding: (a) the association between student performance on the science portion of the CRCT and data-driven instruction professional development, (b) middle school science teachers' perception of the usefulness of data, and (c) the factors that hindered the use of data for science instruction. This study employed a mixed methods sequential explanatory design. Data collected included 8th grade CRCT data, survey responses, and individual teacher interviews. A chi-square test revealed no improvement in the CRCT scores following the implementation of professional development on data-driven instruction (chi 2 (1) = .183, p = .67). Results from surveys and interviews revealed that teachers used data to inform their instruction, indicating time as the major hindrance to their use. Implications for social change include the development of lesson plans that will empower science teachers to deliver data-based instruction and students to achieve identified academic goals.

The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college

Science.gov (United States)

Chung-Schickler, Genevieve C.

The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (nsb1 = 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (nsb2 = 19) (at the beginning and end of the term). Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group

A restatement of recent advances in the natural science evidence base concerning neonicotinoid insecticides and insect pollinators

NARCIS (Netherlands)

Godfray, H.C.J.; Blacquière, Tjeerd; Field, L.M.; Hails, R.S.; Potts, S.G.; Raine, N.E.; Vanbergen, A.J.; McLean, A.R.

2015-01-01

Asummary is provided of recent advances in the natural science evidence base concerning the effects of neonicotinoid insecticides on insect pollinators in a format (a ‘restatement’) intended to be accessible to informed but not expert policymakers and stakeholders. Important new studies have been

Self-reflection, gender and science achievement

Science.gov (United States)

Shoop, Kathleen A.

Drawing on socio-cognitive learning theory, this study compared achievement scores of 134 male and female high school biology students randomly assigned to groups which either used self-reflection, used self-reflection and received feedback, or did not self-reflect. Following a pretest, the teacher provided self-reflection strategy instruction to students in the two intervention groups and then subsequently provided in-class self-reflection time for these groups. The posttest concluded the unit; the retention measure was five weeks later. A quasi-experimental 3 x 3 x 2 (time x intervention x gender) factorial repeated-measures control group design was used for this study; a repeated measures ANOVA and several one-way ANOVA's were used to answer the research questions. Results from the repeated-measures ANOVA revealed significant results for Time and Time x Intervention, with the reflection group demonstrating significantly lower gains from pretest to posttest than the other two groups. The ANOVA examining differences between those who reflected and those who reflected and received feedback provided significant results with similar results for the difference between the control group and the reflection group. For teachers and students this study provides several areas of practical significance. Primarily, teachers may find lower student achievement if students regularly self-reflect but do not receive feedback for their reflection.

Science Song Project: Integration of Science, Technology and Music to Learn Science and Process Skills

Directory of Open Access Journals (Sweden)

Jiyoon Yoon

2017-07-01

Full Text Available It has been critical to find a way for teachers to motivate their young children to learn science and improve science achievement. Since music has been used as a tool for educating young students, this study introduces the science song project to teacher candidates that contains science facts, concepts, laws and theories, and combines them with music for motivating their young children to learn science and improve science achievement. The purpose of the study is to determine the effect of the science song project on teacher candidates’ understanding of science processing skills and their attitudes toward science. The participants were 45 science teacher candidates who were enrolled in an EC-6 (Early Childhood through Grade 6 program in the teacher certification program at a racially diverse Texas public research university. To collect data, this study used two instruments: pre-and post-self efficacy tests before and after the science teacher candidates experienced the science song project and final reflective essay at the end of the semester. The results show that while developing their songs, the participating teacher candidates experienced a process for science practice, understood science concepts and facts, and positively improved attitudes toward science. This study suggests that the science song project is a science instruction offering rich experiences of process-based learning and positive attitudes toward science.

Comparing Panelists' Understanding of Standard Setting across Multiple Levels of an Alternate Science Assessment

Science.gov (United States)

Hansen, Mary A.; Lyon, Steven R.; Heh, Peter; Zigmond, Naomi

2013-01-01

Large-scale assessment programs, including alternate assessments based on alternate achievement standards (AA-AAS), must provide evidence of technical quality and validity. This study provides information about the technical quality of one AA-AAS by evaluating the standard setting for the science component. The assessment was designed to have…

Evaluating the state of quality-improvement science through evidence synthesis: insights from the closing the quality gap series.

Science.gov (United States)

McDonald, Kathryn M; Schultz, Ellen M; Chang, Christine

2013-01-01