Gender and Acquisition of science process skills among junior

African Journals Online (AJOL)

PROF. BARTH EKWEME

the UBE scheme should be actively involved in classroom activities, and that activity-based methods of instruction be employed in teaching Basic sciences to enable a greater percentage of students to acquire Science Process Skills with higher scores for effective learning of Science subjects. INTRODUCTION. Science Skill ...

The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills

OpenAIRE

Mohd Ali Samsudin; Noor Hasyimah Haniza; Corrienna Abdul-Talib; Hayani Marlia Mhd Ibrahim

2015-01-01

This study was undertaken to identify the relationship between multiple intelligences with preferred science teaching and science process skills. The design of the study is a survey using three questionnaires reported in the literature: Multiple Intelligences Questionnaire, Preferred Science Teaching Questionnaire and Science Process Skills Questionnaire. The study selected 300 primary school students from five (5) primary schools in Penang, Malaysia. The findings showed a relationship betwee...

A Meta-Synthesis of Turkish Studies in Science Process Skills

Science.gov (United States)

Yildirim, Murat; Çalik, Muammer; Özmen, Haluk

2016-01-01

This study thematically evaluates Turkish studies in science process skills (SPS) from 2000 to 2015. In looking for SPS studies, the authors entered the keywords "process skills, science process skills, science education and Turkey/Turkish" in well-known databases (i.e., Academic Search Complete, Education Research Complete, ERIC, and…

Implementation of science process skills using ICT-based approach to facilitate student life skills

Science.gov (United States)

Rahayu, Y. S.; Yuliani; Wijaya, B. R.

2018-01-01

The purpose of this study is to describe the results of the implementation of a teaching-learning package in Plant Physiology courses to improve the student’s life skills using the science process skills-based approach ICT. This research used 15 students of Biology Education of Undergraduate International Class who are in the Plant Physiology course. This study consists of two phases items, namely the development phase and implementation phase by using a one-shot case study design. Research parameters were the feasibility of lesson plans, student achievement, Including academic skills, thinking skills, and social skills. Data were descriptively Analyzed According to the characteristics of the existing data. The result shows that the feasibility of a lesson plan is very satisfied and can be improvements in student’s life skills, especially with regards to student’s thinking skills and scientific thinking skills. The results indicate that the science process skills using ICT-based approach can be effective methods to improve student’s life skills.

Improving advanced cardiovascular life support skills in medical students: simulation-based education approach

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Hamidreza Reihani

2015-01-01

Full Text Available Objective: In this trial, we intend to assess the effect of simulation-based education approach on advanced cardiovascular life support skills among medical students. Methods: Through convenient sampling method, 40 interns of Mashhad University of Medical Sciences in their emergency medicine rotation (from September to December 2012 participated in this study. Advanced Cardiovascular Life Support (ACLS workshops with pretest and post-test exams were performed. Workshops and checklists for pretest and post-test exams were designed according to the latest American Heart Association (AHA guidelines. Results: The total score of the students increased significantly after workshops (24.6 out of 100 to 78.6 out of 100. This demonstrates 53.9% improvement in the skills after the simulation-based education (P< 0.001. Also the mean score of each station had a significant improvement (P< 0.001. Conclusion: Pretests showed that interns had poor performance in practical clinical matters while their scientific knowledge, such as ECG interpretation was acceptable. The overall results of the study highlights that Simulation based-education approach is highly effective in Improving ACLS skills among medical students.

Developing a Model of Advanced Training to Promote Career Advancement for Certified Genetic Counselors: An Investigation of Expanded Skills, Advanced Training Paths, and Professional Opportunities.

Science.gov (United States)

Baty, Bonnie J; Trepanier, Angela; Bennett, Robin L; Davis, Claire; Erby, Lori; Hippman, Catriona; Lerner, Barbara; Matthews, Anne; Myers, Melanie F; Robbins, Carol B; Singletary, Claire N

2016-08-01

There are currently multiple paths through which genetic counselors can acquire advanced knowledge and skills. However, outside of continuing education opportunities, there are few formal training programs designed specifically for the advanced training of genetic counselors. In the genetic counseling profession, there is currently considerable debate about the paths that should be available to attain advanced skills, as well as the skills that might be needed for practice in the future. The Association of Genetic Counseling Program Directors (AGCPD) convened a national committee, the Committee on Advanced Training for Certified Genetic Counselors (CATCGC), to investigate varied paths to post-master's training and career development. The committee began its work by developing three related grids that view career advancement from the viewpoints of the skills needed to advance (skills), ways to obtain these skills (paths), and existing genetic counselor positions that offer career change or advancement (positions). Here we describe previous work related to genetic counselor career advancement, the charge of the CATCGC, our preliminary work in developing a model through which to view genetic counselor advanced training and career advancement opportunities, and our next steps in further developing and disseminating the model.

Study Skills of Arts and Science College Students

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Sekar, J. Master Arul; Rajendran, K. K.

2015-01-01

The main objective of this study is to find out the level of study skills of arts and science college students. Study Skills Check List developed and standardized by Virginia University, Australia (2006) is used to collect the relevant data. The sample consists of 216 Government arts and science college students of Tiruchirappalli district, Tamil…

Changes in Critical Thinking Skills Following a Course on Science and Pseudoscience: A Quasi-Experimental Study

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McLean, Carmen P.; Miller, Nathan A.

2010-01-01

We assessed changes in paranormal beliefs and general critical thinking skills among students (n = 23) enrolled in an experimental course designed to teach distinguishing science from pseudoscience and a comparison group of students (n = 30) in an advanced research methods course. On average, both courses were successful in reducing paranormal…

The Role of Informal Science Centers in Science Education: Attitudes, Skills, and Self-efficacy

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Irit Sasson

2014-09-01

Full Text Available Informal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based questionnaires were designed to assess the students’ higher order thinking skills – inquiry, graphing, and argumentation. In addition, a five-point Likert scale questionnaire was used to assess students' attitudes and self-efficacy. The research results indicated a positive effect of the pre-academic science center activities on scientific thinking skills. A significant improvement in the students' inquiry and graphing skills was found, yet non significant differences were found in argumentation skill. The students significantly improved their ability to ask research questions based on reading a scientific text, and to describe and analyze research results that were presented graphically. While no significant differences were found between girls and boys in the pre-questionnaire, in the post-questionnaire the girls' scores in inquiry skill were significantly higher than boys' scores. Increases in students' positive attitudes toward science and self-efficacy were found but the results were not statistically significant. However, the program length was found to be an important variable that affects achievement of educational goals. A three-dimension-based framework is suggested to characterize learning environments: organizational, psychological, and pedagogical.

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

Science.gov (United States)

Aslan, Oktay

2015-01-01

An important objective in science education is the acquisition of science process skills (SPS) by the students. Therefore, science coursebooks, among the main resources of elementary science curricula, are to convey accurate SPS. This study is a qualitative study based on the content analysis of the science coursebooks used at middle schools. In…

A qualitative study of advanced nurse practitioners' use of physical assessment skills in the community: shifting skills across professional boundaries.

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Raleigh, Mary; Allan, Helen

2017-07-01

To explore multiple perspectives on the use of physical assessment skills by advanced nurse practitioners in the UK. Physical assessment skills practices are embedded in advanced nursing practice roles in the UK. There is little evidence on how these skills are used by advanced nurse practitioners in the community. Case study. A qualitative interpretative single-embedded case study of 22 participants from South of England. A framework method analysed interview data collected by the researcher between March-August 2013. Participants included nurses, doctors, nurse educators and managers. Physical assessment skills education at universities is part of a policy shift to develop a flexible workforce in the UK. Shared physical assessment practices are less to do with role substitution and more about preparing practitioners with skills that are fit for purpose. Competence, capability and performance with physical assessment skills are an expectation of advanced nursing practice. These skills are used successfully by community advanced nurse practitioners to deliver a wide range of services in response to changing patient need. The introduction of physical assessment skills education to undergraduate professional preparation would create a firm foundation to develop these skills in postgraduate education. Physical assessment education prepares nurses with the clinical competencies to carry out healthcare reforms in the UK. Shared sets of clinical assessment competencies between disciplines have better outcomes for patients. Levels of assessment competence can depend on the professional attributes of individual practitioners. Unsupportive learning cultures can hinder professional development of advanced nursing practice. © 2016 John Wiley & Sons Ltd.

The Divergent Thinking of Basic Skills of Sciences Process Skills of Life Aspects on Natural Sciences Subject in Indonesian Elementary School Students

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Subali, Bambang; Paidi; Mariyam, Siti

2016-01-01

This research aims at measuring the divergent thinking of basic skills of science process skills (SPS) of life aspects in Natural Sciences subjects on Elementary School. The test instruments used in this research have been standardized through the development of instruments. In this case, the tests were tried out to 3070 students. The results of…

A qualitative study of advanced nurse practitioners’ use of physical assessment skills in the community: shifting skills across professional boundaries

OpenAIRE

Raleigh, Mary; Allan, Helen T.

2017-01-01

Aim\\ud To explore multiple perspectives on the use of physical assessment skills by Advanced Nurse Practitioners in the UK\\ud Background \\ud Physical assessment skills practices are embedded in advanced nursing practice roles in the UK. There is little evidence on how these skills are used by Advanced Nurse Practitioners' on the community.\\ud Design \\ud Case study\\ud Methodology and methods. \\ud A qualitative interpretative single-embedded case study of 22 participants from South of England. ...

Investigation By Skills of Pre-Service Science Teachers' Reflective Thinking From Journals

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Ufuk TÖMAN

2014-12-01

Full Text Available The aim of this study is to determine reflective thinking skills of the pre-service science teachers according to data gathered from the journals in teacher training portfolios. Participants were third grade pre-service science teachers at Bayburt University, Faculty of Education, Department of Elementary Science Teacher Training Program. The data of this study were composed of totally 32 journals which 32 pre-service science teachers’ wrote in their teacher training portfolios. The journal of the pre-service science teachers were investigated through the method of document analysis. The statements in their journals were descriptively analyzed. From the statements in the pre-service science teachers’ journals, it was concluded that most of the pre-service science teachers’ technical reflective thinking skills were better than critical reflective thinking skills. In the area of critical reflective thinking skills that have almost no noteworthy. Work towards the development of pre-service teachers' reflective thinking skills are complemented by recommendations.

Evaluation of constructivist pedagogy: Influence on critical thinking skills, science fair participation and level of performance

Science.gov (United States)

Foxx, Robbie Evelyn

Science education reform, driven by a rapidly advancing technological society, demands the attention of both elementary and middle school curriculum-developers. Science education training in current standards (National Research Council [NRC] Standards 1996) emphasize inquiry, which is reported to be a basic tenet of the theory known as constructivism (NAASP, 1996; Cohen, 1988; Conley, 1993; Friedman, 1999; Newman, Marks, & Gamoran, 1996; Smerdon & Burkam 1999; Sizer 1992; Talbert & McLaughlin 1993; Tobin & Gallagher, 1987; Yager, 1991, 2000). Pedagogy focusing on the tenets of constructivist theory, at the intermediate level, can address current science standards. Many science educators believe participation in science fairs helps students develop the attitudes, skills, and knowledge that will help them to be comfortable and successful in the scientific and technological society (Czerniak, 1996). Competing in science fairs is one vehicle which allows students to apply science to societal issues, solve problems and model those things scientists do. Moreover, constructing a science fair project is suggested as being an excellent means to foster the development of concepts necessary in promoting scientific literacy (Czerniak, 1996). Research further suggests that through science fairs or other inquiry activities, students construct their knowledge with fewer misconceptions as they explore and discover the nature of science (NRC 1996). Tohn 's study (as cited in Bellipanni, 1994) stated that science fairs are a major campaign to increase student skills and to allow students a chance to have fun with science. The purpose of this research was twofold: (1) to assess science problem solving skills of students instructed using constructivist pedagogy, and (2) to explore the effects of constructivist pedagogy's influence(s) on science fair participation/placement. Students' attitudes resulting from these experiences were examined as well.

Secondary school students' perceptions of working life skills in science-related careers

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Salonen, Anssi; Hartikainen-Ahia, Anu; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula

2017-07-01

School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13-14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in 'careers in science' and 'careers with science'. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate 'careers in science' with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than 'careers with science'. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems.

Using Thinking Skills as a Bridge between ELA and Science Teaching Strategies

Science.gov (United States)

Harris, Robin Lee

2008-01-01

This article presents five activities that demonstrate developing thinking skills in students, uses comparable ELA and science skills. The thinking skills of Blooms Taxonomy are the organizer. Skills and processes gleaned from NYS ELA and Science Standards included in the article are: categorizing, comparing, following procedures, sequencing,…

THE EFFECT OF INQUIRY TRAINING MODEL USE THE MEDIA PHET AGAINST SCIENCE PROCESS SKILLS AND LOGICAL THINKING SKILLS STUDENTS

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Fajrul Wahdi Ginting

2015-12-01

Full Text Available The Purpose of The study: science process skills and logical thinking ability of students who use inquiry learning model training using PhET media; science process skills and logical thinking ability of students who use conventional learning model; and the difference science process skills and logical thinking ability of students to use learning model Inquiry Training using PhET media and conventional learning models. This research is a quasi experimental. Sample selection is done by cluster random sampling are two classes of classes VIII-E and class VIII-B, where the class VIII-E is taught by inquiry training model using media PhET and VIII-B with conventional learning model. The instrument used consisted of tests science process skills such as essay tests and tests of the ability to think logically in the form of multiple-choice tests. The data were analyzed using t test. The results showed that physics science process skills use Inquiry Training models using PhET media is different and showed better results compared with conventional learning model, and logical thinking skills students use Inquiry Training model using PhET media is different and show better results compared with conventional learning, and there is a difference between the ability to think logically and science process skills of students who use Inquiry Training model using PhET media and conventional learning models.

Profile of science process skills of Preservice Biology Teacher in General Biology Course

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Susanti, R.; Anwar, Y.; Ermayanti

2018-04-01

This study aims to obtain portrayal images of science process skills among preservice biology teacher. This research took place in Sriwijaya University and involved 41 participants. To collect the data, this study used multiple choice test comprising 40 items to measure the mastery of science process skills. The data were then analyzed in descriptive manner. The results showed that communication aspect outperfomed the other skills with that 81%; while the lowest one was identifying variables and predicting (59%). In addition, basic science process skills was 72%; whereas for integrated skills was a bit lower, 67%. In general, the capability of doing science process skills varies among preservice biology teachers.

Clinical skills assessment of procedural and advanced communication skills: performance expectations of residency program directors

Science.gov (United States)

Langenau, Erik E.; Zhang, Xiuyuan; Roberts, William L.; DeChamplain, Andre F.; Boulet, John R.

2012-01-01

Background High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important. Methods Using data from previously developed surveys and expert panels, a web-delivered survey was distributed to 3,443 residency program directors. For each of the 28 procedural and 18 advanced communication skills, program directors were asked which clinical skills should be assessed, by whom, when, and how. Descriptive statistics were collected, and Intraclass Correlations (ICC) were conducted to determine consistency across different specialties. Results Among 347 respondents, program directors reported that all advanced communication and some procedural tasks are important to assess. The following procedures were considered ‘important’ or ‘extremely important’ to assess: sterile technique (93.8%), advanced cardiovascular life support (ACLS) (91.1%), basic life support (BLS) (90.0%), interpretation of electrocardiogram (89.4%) and blood gas (88.7%). Program directors reported that most clinical skills should be assessed at the end of the first year of residency (or later) and not before graduation from medical school. A minority were considered important to assess prior to the start of residency training: demonstration of respectfulness (64%), sterile technique (67.2%), BLS (68.9%), ACLS (65.9%) and phlebotomy (63.5%). Discussion Results from this study support that assessing procedural skills such as cardiac resuscitation, sterile technique, and phlebotomy would be amenable to assessment at the end of medical school, but most procedural and advanced communications skills would be amenable to assessment at the end of the first

Students’ Conception on Heat and Temperature toward Science Process Skill

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

2017-09-01

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

Test of Science Process Skills of Biology Students towards Developing of Learning Exercises

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Judith S. Rabacal

2016-11-01

Full Text Available This is a descriptive study aimed to determine the academic achievement on science process skills of the BS Biology Students of Northern Negros State College of Science and Technology, Philippines with the end view of developing learning exercises which will enhance their academic achievement on basic and integrated science process skills. The data in this study were obtained using a validated questionnaire. Mean was the statistical tool used to determine the academic achievement on the above mentioned science process skills; t-test for independent means was used to determine significant difference on the academic achievement of science process skills of BS Biology students while Pearson Product Moment of Correlation Coefficient was used to determine the significant relationship between basic and integrated science process skills of the BS Biology students. A 0.05 level of significance was used to determine whether the hypothesis set in the study will be rejected or accepted. Findings revealed that the academic achievement on basic and integrated science process skills of the BS Biology students was average. Findings revealed that there are no significant differences on the academic performance of the BS Biology students when grouped according to year level and gender. Findings also revealed that there is a significant difference on the academic achievement between basic and integrated science process skills of the BS Biology students. Findings revealed that there is a significant relationship between academic achievement on the basic and integrated science process skills of the BS Biology students.

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

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Jef C. Verhoeven

2015-12-01

Full Text Available Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories of socialization and technology acceptance we report how we constructed a structural equation model (SEM to explore the variance in the basic ICT skill levels of science students. We also present the results of a test of this model with university bachelor’s science students. Basic ICT skills were measured using a new, elaborate instrument allowing students to rate their skills in detail. Our results show that science students score high on basic ICT skills and that our SEM explains a large part of the variation in the ICT skill levels of these students. The most explanatory power is coming from four variables: the perceived ease of use and the perceived usefulness of a personal computer, the anxiety for using a personal computer, and students’ belief that ICT is necessary for scientific research.

Educational Technologies in Health Science Libraries: Teaching Technology Skills

Science.gov (United States)

Hurst, Emily J.

2014-01-01

As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting? PMID:24528269

Educational technologies in health sciences libraries: teaching technology skills.

Science.gov (United States)

Hurst, Emily J

2014-01-01

As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many librarians. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting?

Meeting the Demands of the Workplace: Science Students and Written Skills

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Gray, F. Elizabeth; Emerson, Lisa; Mackay, Bruce

2005-12-01

Over the last 15 years, surveys in a range of English-speaking countries, from North America and the United Kingdom, to New Zealand and Australia, have consistently shown that employers rank oral and written communication skills as highly as or more highly than any technical or quantitative skills. However, in New Zealand there has been very little research into determining exactly what is meant by the "written communication skills" employers state they desire. A further issue in this research to date has been a lack of differentiation between employers—no study has specifically targeted the requirements of employers of science graduates. This article reports the findings of ongoing research into the expectations of science students and of employers of science graduates, and centers around several key questions: What do New Zealand employers of science graduates specifically want in terms of their new hires' writing skills?

Developing advanced clinical practice skills in gastrointestinal consequences of cancer treatment.

Science.gov (United States)

Gee, Caroline; Andreyev, Jervoise; Muls, Ann

2018-03-08

This article explores the transition from a clinical nurse specialist (CNS) towards developing advanced clinical practice skills within a gastrointestinal consequences of cancer clinic. It presents data on the first 50 patients assessed by the CNS from a prospective service evaluation, demonstrating how this informed the nurse's future learning. There is high demand for advanced clinical practice skills to address unmet health needs and improve the quality, efficiency, and sustainability of healthcare services. However, a literature review found no literature on developing advanced clinical practice skills in this setting. Emerging themes from the service evaluation focused on barriers and enablers, ongoing support, organisational commitment and working in a multidisciplinary team. Blended learning provided both structured and opportunistic learning, embedding both formal and tacit knowledge, as roles require increasing flexibility. Clinical supervision and reflective practice were key in maintaining professional and peer support.

Can virtual science foster real skills? A study of inquiry skills in a virtual world

Science.gov (United States)

Dodds, Heather E.

Online education has grown into a part of the educational market answering the demand for learning at the learner's choice of time and place. Inquiry skills such as observing, questioning, collecting data, and devising fair experiments are an essential element of 21st-century online science coursework. Virtual immersive worlds such as Second Life are being used as new frontiers in science education. There have been few studies looking specifically at science education in virtual worlds that foster inquiry skills. This quantitative quasi-experimental nonrandomized control group pretest and posttest study explored what affect a virtual world experience had on inquiry skills as measured by the TIPS (Test of Integrated Process Skills) and TIPS II (Integrated Process Skills Test II) instruments. Participants between the ages of 18 and 65 were recruited from educator mailing lists and Second Life discussion boards and then sorted into the experimental group, which received instructions to utilize several displays in Mendelian genetics at the Genome Island location within Second Life, or the control group, which received text-based PDF documents of the same genetics course content. All participants, in the form of avatars, were experienced Second Life residents to reduce any novelty effect. This study found a greater increase in inquiry skills in the experimental group interacting using a virtual world to learn science content (0.90 points) than a control group that is presented only with online text-based content (0.87 points). Using a mixed between-within ANOVA (analysis of variance), with an alpha level of 0.05, there was no significant interaction between the control or experimental groups and inquiry skills, F (1, 58) = .783, p = .380, partial eta squared = .013, at the specified .05 alpha level suggesting no significant difference as a result of the virtual world exercise. However, there is not enough evidence to state that there was no effect because there was a

Utilizing Science Outreach to Foster Professional Skills Development in University Students

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Eng, Edward; Febria, Catherine

2011-01-01

Students seek unique experiences to obtain and enhance professional development skills and to prepare for future careers. Through the Let's Talk Science Partnership Program (LTSPP), a voluntary science outreach program at University of Toronto Scarborough, students are given the opportunity to continually improve on skills which include: the…

The use of advanced physical assessment skills by cardiac nurses.

Science.gov (United States)

Edmunds, Linda; Ward, Susan; Barnes, Rhian

To establish what advanced physical assessment skills are being used by cardiac nurses after they undertook a clinical patient assessment module; and to explore the factors that influence their use of these skills. A longitudinal descriptive approach using convenience sampling was employed. Qualitative data was obtained from individual interviews, non-participant observation within the participants' clinical environment and self-reported activity logs. Five key themes emerged: use of advanced physical assessment skills varied; use and development of skills was linked to personal characteristics; use influenced by perceptions of role boundaries, permission and cooperation; use influenced by participants' perception of nursing and the development of their own nursing practice; and use influenced by the physical environment and the human support within it. Cardiac nurses selectively use physical assessment skills, predominately related to the cardiorespiratory systems. Organisational structure, professional relationships and the professionalism of the individual nurse appear to play a significant part in the use of physical assessment skills. Although the findings from this qualitative study cannot be generalized, they concur with findings from recent research into physical assessment skills used by a variety of UK nurses. The implications identified are: first, for those who provide the education, in terms of what should be taught and facilitated; and second, for organizations, in ensuring staff have assessment skills relevant to their role and that systems are in place to enable the development of a supportive and progressive culture that embraces modernization congruent with healthcare policy.

Perceptions of teachers of the application of science process skills in ...

African Journals Online (AJOL)

This article reports on teachers' perceptions of the application of science process skills in the teaching of Geography in secondary schools in the Free State province. A teachers' questionnaire on the application of the science process skills in the teaching of Geography was constructed and the questionnaire was content ...

High school Physical Sciences teachers' competence in some basic cognitive skills

OpenAIRE

Selvaratnam, Mailoo

2011-01-01

The successful implementation of the national high school Physical Sciences curriculum in South Africa, which places strong emphasis on critical thinking and reasoning abilities of students, would need teachers who are competent in cognitive skills and strategies. The main objectives of this study were to test South African high school Physical Sciences teachers' competence in the cognitive skills and strategies needed for studying Physical Sciences effectively and also to identify possible r...

Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum

Science.gov (United States)

Alexander, William A.

In recent years, business and industry have been vocal critics of education. Critics complain the American workforce, particularly young people, are deficient in workplace skills. A survey of 500 randomly selected Ohio businesses was used to determine opinions of respondents related to workplace skills gaps, rising skill levels, and level and type of critical thinking used on the job by all employees and entry-level employees. Four of 18 science outcomes promoted by the Ohio Department of Education had an application in business and these required critical-thinking skills to complete. These four formed the foundation in the survey because they provided a connection between thinking skills required on the Ohio 12 th Grade Proficiency Test and those required on the job. Pearson correlation coefficient was used to identify correlation between responses. The alpha level was p ≤ .05. Stepwise multiple linear regression analysis was conducted to identify significant (p ≤ .05) relationships between variables as represented by responses. In addition, one version of the Science Section of the Ohio 12th Grade Proficiency Test was analyzed for use of critical thinking using the SCAN's critical-thinking attributes as a standard. There were several findings related to workplace skills and critical thinking. Only 17.1% of respondents indicated dissatisfaction with the basic academic skill level of their employees. A majority (71.1%) of responding businesses perceived a lack of work ethic as more important than deficient academic skills. Only 17.1% of respondents reported the skill level of their entry-level employees was rising. Approximately 1/3 of responding businesses required no critical thinking at all from their entry-level employees. Small businesses were significantly more likely to require higher levels of critical thinking from their entry level employees than larger businesses. Employers who reported rising skill levels in entry-level employees required all of

Gender and Acquisition of Science Process Skills among Junior ...

African Journals Online (AJOL)

Gender and Acquisition of Science Process Skills among Junior Secondary ... for the effective learning of science even at the primary or basic level of education. ... and that activity-based methods of instruction be employed in teaching Basic ...

The consequences of using advanced physical assessment skills in medical and surgical nursing: A hermeneutic pragmatic study.

Science.gov (United States)

Zambas, Shelaine I; Smythe, Elizabeth A; Koziol-Mclain, Jane

2016-01-01

The aim of this study was to explore the consequences of the nurse's use of advanced assessment skills on medical and surgical wards. Appropriate, accurate, and timely assessment by nurses is the cornerstone of maintaining patient safety in hospitals. The inclusion of "advanced" physical assessment skills such as auscultation, palpation, and percussion is thought to better prepare nurses for complex patient presentations within a wide range of clinical situations. This qualitative study used a hermeneutic pragmatic approach. Unstructured interviews were conducted with five experienced medical and surgical nurses to obtain 13 detailed narratives of assessment practice. Narratives were analyzed using Van Manen's six-step approach to identify the consequences of the nurse's use of advanced assessment skills. The consequences of using advanced assessment skills include looking for more, challenging interpretations, and perseverance. The use of advanced assessment skills directs what the nurse looks for, what she sees, interpretation of the findings, and her response. It is the interpretation of what is seen, heard, or felt within the full context of the patient situation, which is the advanced skill. Advanced assessment skill is the means to an accurate interpretation of the clinical situation and contributes to appropriate diagnosis and medical management in complex patient situations. The nurse's use of advanced assessment skills enables her to contribute to diagnostic reasoning within the acute medical and surgical setting.

Higher Order Thinking Skills among Secondary School Students in Science Learning

Science.gov (United States)

Saido, Gulistan Mohammed; Siraj, Saedah; Bin Nordin, Abu Bakar; Al Amedy, Omed Saadallah

2015-01-01

A central goal of science education is to help students to develop their higher order thinking skills to enable them to face the challenges of daily life. Enhancing students' higher order thinking skills is the main goal of the Kurdish Science Curriculum in the Iraqi-Kurdistan region. This study aimed at assessing 7th grade students' higher order…

THE EFFECT MODEL INQUIRY TRAINING MEDIA AND LOGICAL THINKING ABILITY TO STUDENT’S SCIENCE PROCESS SKILL

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Dahrim Pohan

2017-06-01

Full Text Available The aim of the research is to analyz : student’s science process skill using inquiry training learning model is better than konvesional learning.Student’s science process skill who have logical thinking ability above average are better than under average,and the interaction between inquiry training media and logical thinking ability to increase student’s science process skill.The experiment was conducted in SMP 6 Medan as population and class VII-K and VII-J were chosen as sample through cluster random sampling.Science prosess skill used essay test and logical thinking used multiple choice as instrument.Result of the data was analyzed by using two ways ANAVA.Result show that : student’s science process skill using inquiry training learning model is better than konvesional learning,student’s science process skill who logical thinking ability above average are better than under average and the interaction between inquiry training learning model media and logical thinking ability to increase student’s science process skill.

The Influence of Skill Process of Science and Motivation to Students Learn of Creativity

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Yoga Budi Bhakti

2018-01-01

Full Text Available This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation . Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r = 0.634 , there is the influence of motivation learn students to creativity learning with correlation coefficient r = 0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r = 0.935. This study concluded that skill process of science and the motivation to study student could creative learning.

Gender and practical skill performance in science

Science.gov (United States)

Lock, Roger

The performance of 18 boys and 18 girls on four problem-solving tasks set in science contexts was compared. The tasks were administered in a one-to-one testing situation and assessments were made by direct observation, questioning, and by using written records. The tasks were valid and reliable, and the samples of boys and girls were matched for ability and curriculum background. Past studies have identified gender differences in performance on science tasks; however, this study found little evidence to support these findings. Few significant differences in performance were found. No gender differences were detected in observation, reporting, or planning skills, and there was no differential performance on the use of scientific language. Girls performed less well in relation to self-reliance, and performance differences on the interpretation skill approached significance with boys' performance superior.

Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

Science.gov (United States)

Mercer-Mapstone, Lucy; Kuchel, Louise

2017-01-01

Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what…

Flipped Classrooms for Advanced Science Courses

Science.gov (United States)

Tomory, Annette; Watson, Sunnie Lee

2015-12-01

This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.

Science.gov (United States)

Kramer, Maxwell; Olson, Dalay; Walker, J D

2018-06-01

Explicit emphasis on teaching science process skills leads to both gains in the skills themselves and, strikingly, deeper understanding of content. Here, we created and tested a series of online, interactive tutorials with the goal of helping undergraduate students develop science process skills. We designed the tutorials in accordance with evidence-based multimedia design principles and student feedback from usability testing. We then tested the efficacy of the tutorials in an introductory undergraduate biology class. On the basis of a multivariate ordinary least-squares regression model, students who received the tutorials are predicted to score 0.82 points higher on a 15-point science process skill assessment than their peers who received traditional textbook instruction on the same topic. This moderate but significant impact indicates that well-designed online tutorials can be more effective than traditional ways of teaching science process skills to undergraduate students. We also found trends that suggest the tutorials are especially effective for nonnative English-speaking students. However, due to a limited sample size, we were unable to confirm that these trends occurred due to more than just variation in the student group sampled.

Advances in software science and technology

CERN Document Server

Ohno, Yoshio; Kamimura, Tsutomu

1991-01-01

Advances in Software Science and Technology, Volume 2 provides information pertinent to the advancement of the science and technology of computer software. This book discusses the various applications for computer systems.Organized into four parts encompassing 12 chapters, this volume begins with an overview of categorical frameworks that are widely used to represent data types in computer science. This text then provides an algorithm for generating vertices of a smoothed polygonal line from the vertices of a digital curve or polygonal curve whose position contains a certain amount of error. O

An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs.

Directory of Open Access Journals (Sweden)

Melanie Sinche

Full Text Available PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs (n = 8099 who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI and non-research-intensive (NRI careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project. High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1 encouraging trainees to recognize their existing individual skill sets, and 2 increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers

An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs.

Science.gov (United States)

Sinche, Melanie; Layton, Rebekah L; Brandt, Patrick D; O'Connell, Anna B; Hall, Joshua D; Freeman, Ashalla M; Harrell, Jessica R; Cook, Jeanette Gowen; Brennwald, Patrick J

2017-01-01

PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs (n = 8099) who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI) and non-research-intensive (NRI) careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization) and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project). High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1) encouraging trainees to recognize their existing individual skill sets, and 2) increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers, potentially

The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills

Science.gov (United States)

Aulia, E. V.; Poedjiastoeti, S.; Agustini, R.

2018-01-01

The purpose of this research is to describe the effectiveness of guided inquiry-based learning material to improve students’ science literacy skills on solubility and solubility product concepts. This study used Research and Development (R&D) design and was implemented to the 11th graders of Muhammadiyah 4 Senior High School Surabaya in 2016/2017 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, test, and questionnaire. The results of this research showed that the students’ science literacy skills are different after implementation of guided inquiry-based learning material. The guided inquiry-based learning material is effective to improve students’ science literacy skills on solubility and solubility product concepts by getting N-gain score with medium and high category. This improvement caused by the developed learning material such as lesson plan, student worksheet, and science literacy skill tests were categorized as valid and very valid. In addition, each of the learning phases in lesson plan has been well implemented. Therefore, it can be concluded that the guided inquiry-based learning material are effective to improve students’ science literacy skills on solubility and solubility product concepts in senior high school.

The role of informal science centers in science education: attitudes, skills, and self-efficacy

OpenAIRE

Sasson, Irit

2014-01-01

Informal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based q...

Student Perceptions of Communication Skills in Undergraduate Science at an Australian Research-Intensive University

Science.gov (United States)

Mercer-Mapstone, Lucy D.; Matthews, Kelly E.

2017-01-01

Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor…

Secondary School Students' Perceptions of Working Life Skills in Science-Related Careers

Science.gov (United States)

Salonen, Anssi; Hartikainen-Ahia, Anu; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula

2017-01-01

School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were…

REVIEW OF SOFT SKILLS AMONG TRAINERS FROM ADVANCED TECHNOLOGY TRAINING CENTER (ADTEC)

OpenAIRE

Mohd Hasril Amiruddin; Norhayati Ngadiman; Romy Abdul Kadir; Sukartini Saidy

2016-01-01

The Advanced Technology Training Centre (ADTEC) institutions under the Ministry of Human Resource are major players for skilled human resource development in Malaysia. In preparing for the competent workforce, ADTECs are taking active measures to ensure that their trainees are equipped with the necessary soft skills –in addition to technical skill - that are much needed to deal with the complex and challenging workplace. However, integrating soft skills into the training that has traditionall...

A Science, Engineering and Technology (SET) Approach Improves Science Process Skills in 4-H Animal Science Participants

Science.gov (United States)

Clarke, Katie C.

2010-01-01

A new Science, Engineering and Technology (SET) approach was designed for youth who participated in the Minnesota State Fair Livestock interview process. The project and evaluation were designed to determine if the new SET approach increased content knowledge and science process skills in participants. Results revealed that youth participants not…

Scientists and Mathematicians Collaborating to Build Quantitative Skills in Undergraduate Science

Science.gov (United States)

Rylands, Leanne; Simbag, Vilma; Matthews, Kelly E.; Coady, Carmel; Belward, Shaun

2013-01-01

There is general agreement in Australia and beyond that quantitative skills (QS) in science, the ability to use mathematics and statistics in context, are important for science. QS in the life sciences are becoming ever more important as these sciences become more quantitative. Consequently, undergraduates studying the life sciences require better…

Egyptian Journal of Medical Laboratory Sciences: Advanced Search

African Journals Online (AJOL)

Egyptian Journal of Medical Laboratory Sciences: Advanced Search. Journal Home > Egyptian Journal of Medical Laboratory Sciences: Advanced Search. Log in or Register to get access to full text downloads.

The Effect of an Instructional Intervention on Enhancement Pre-Service Science Teachers' Science Processes Skills

Science.gov (United States)

Durmaz, Hüsnüye

2016-01-01

The aim of this study is to investigate the effects of an instructional intervention on enhancement the pre-service science teachers' (PSTs) science process skills (SPSs) and to identify problems in using SPSs through Laboratory Applications in Science Education-I course (LASE-I). One group pretest-posttest pre-experimental design was employed. An…

Wikipedia in Promoting Science Literary Skills in Primary Schools

Science.gov (United States)

Menon, Sunitha; Alias, Norlidah; DeWitt, Dorothy

2014-01-01

In learning Science, online environments allowing for user generated content are becoming increasingly important since they offer possibilities for learners to elaborate on assignments and projects. This study investigates how Wikipedia can serve as a means for enhancing science literary skills when students are encouraged to participate in…

Advances in Computer Science and Engineering

CERN Document Server

Second International Conference on Advances in Computer Science and Engineering (CES 2012)

2012-01-01

This book includes the proceedings of the second International Conference on Advances in Computer Science and Engineering (CES 2012), which was held during January 13-14, 2012 in Sanya, China. The papers in these proceedings of CES 2012 focus on the researchers’ advanced works in their fields of Computer Science and Engineering mainly organized in four topics, (1) Software Engineering, (2) Intelligent Computing, (3) Computer Networks, and (4) Artificial Intelligence Software.

The effect of using bomb calorimeter in improving science process skills of physics students

Science.gov (United States)

Edie, S. S.; Masturi; Safitri, H. N.; Alighiri, D.; Susilawati; Sari, L. M. E. K.; Marwoto, P.; Iswari, R. S.

2018-03-01

The bomb calorimeter is laboratory equipment which serves to calculate the value of combustion heat or heat capacity of a sample in excess oxygen combustion. This study aims to determine the effect of using bomb calorimeter on science process skill of physics students. Influences include the effectiveness of using the equipment and knowing the improvement of students’ science process skills before and after using tools. The sample used simple random sampling with one group pretest-posttest research design. The instrument that used is written test that adjusts with science process skills aspect. Analysis of the effectiveness of bomb calorimeter showed useful result 87.88%, while the study of science skill improvement showed n-gain value 0.64 that is the medium category.

The Inclusion of Science Process Skills in Yemeni Secondary School Physics Textbooks

Science.gov (United States)

Aziz, Majed S.; Zain, Ahmad Nurulazam Md

2010-01-01

The aim of this study is to compare and contrast the science process skills (SPS) included in the 10th-12th grade physics textbooks content utilized in Yemeni schools. The study revealed weaknesses and strengths in the textbooks' content. For instance, a number of science process skills (SPS), such as measuring, predicting and hypothesizing, have…

Investigating University Students' Preferences to Science Communication Skills: A Case of Prospective Science Teacher in Indonesia

Science.gov (United States)

Suprapto, Nadi; Ku, Chih-Hsiung

2016-01-01

The purpose of this study was to investigate Indonesian university students' preferences to science communication skills. Data collected from 251 students who were majoring in science education program. The Learning Preferences to Science Communication (LPSC) questionnaire was developed with Indonesian language and validated through an exploratory…

Advances in welding science and technology

International Nuclear Information System (INIS)

David, S.A.; Babu, S.S.; Vitek, J.M.

1995-01-01

Over the years, welding has been more of an art than a science, but in the last few decades major advances have taken place in welding science and technology. With the development of new methodologies at the crossroads of basic and applied sciences, enormous opportunities and potential exist to develop a science-based design of composition, structure, and properties of welds with intelligent control and automation of the welding processes. In the last several decades, welding has evolved as an interdisciplinary activity requiring synthesis of knowledge from various disciplines and incorporating the most advanced tools of various basic applied sciences. A series of international conferences and other publications have covered the issues, current trends and directions in welding science and technology. In the last few decades, major progress has been made in (i) understanding physical processes in welding, (ii) characterization of microstructure and properties, and (iii) intelligent control and automation of welding. This paper describes some of these developments

Innovation in Citizen Science – Perspectives on Science-Policy Advances

Directory of Open Access Journals (Sweden)

Susanne Hecker

2018-04-01

Full Text Available Citizen science is growing as a field of research with contributions from diverse disciplines, promoting innovation in science, society, and policy. Inter- and transdisciplinary discussions and critical analyses are needed to use the current momentum to evaluate, demonstrate, and build on the advances that have been made in the past few years. This paper synthesizes results of discussions at the first international citizen science conference of the European Citizen Science Association (ECSA in 2016 in Berlin, Germany, and distills major points of the discourse into key recommendations. To enhance innovation in science, citizen science needs to clearly demonstrate its scientific benefit, branch out across disciplines, and foster active networking and new formats of collaboration, including true co-design with participants. For fostering policy advances, it is important to embrace opportunities for policy-relevant monitoring and policy development and to work with science funders to find adequate avenues and evaluation tools to support citizen science. From a society angle it is crucial to engage with societal actors in various formats that suit participants and to evaluate two-way learning outcomes as well as to develop the transformative role of science communication. We hope that these key perspectives will promote citizen science progress at the science-society-policy interface.

Developing Elementary Math and Science Process Skills Through Engineering Design Instruction

Science.gov (United States)

Strong, Matthew G.

This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.

Student's Need Analysis for the Development of Chemistry Modules Based Guided Inquiry to Improve Science Process Skill

Directory of Open Access Journals (Sweden)

Jane Arantika

2018-04-01

Full Text Available Science process skills (SPS are an important aspect of learning science. SPS help students to develop creativity in learning. Process skills such as observing, formulating questions, interpreting, experimenting, hypothesizing, applying concepts, and communicating. This study aims to analyze the need for development resources needs of science filled with science process skills. Requirement analysis of the development of teaching materials with the skill of the process of science needs to be done because the textbook is the reference a teacher in the class. The subjects matter of chemistry the study was three senior high schools in Sambas, West Borneo. Needs analysis conducted using a qualitative approach, in terms of needs in classroom learning and content of process skills on teaching materials. Data were collected by interviews and questionnaires were analyzed descriptively. The results showed that as many as 27 percents of students perceive the book used in learning has not yet trained the science process skills. As many as 73 percents of students perceive that they need instructional materials in the form of inquiry-based chemistry modules to improve science process skills. Modules are developed based guided inquiry for having guided inquiry learning stages that can practice students' science process skills.

Advancing Water Science through Improved Cyberinfrastructure

Science.gov (United States)

Koch, B. J.; Miles, B.; Rai, A.; Ahalt, S.; Band, L. E.; Minsker, B.; Palmer, M.; Williams, M. R.; Idaszak, R.; Whitton, M. C.

2012-12-01

Major scientific advances are needed to help address impacts of climate change and increasing human-mediated environmental modification on the water cycle at global and local scales. However, such advances within the water sciences are limited in part by inadequate information infrastructures. For example, cyberinfrastructure (CI) includes the integrated computer hardware, software, networks, sensors, data, and human capital that enable scientific workflows to be carried out within and among individual research efforts and across varied disciplines. A coordinated transformation of existing CI and development of new CI could accelerate the productivity of water science by enabling greater discovery, access, and interoperability of data and models, and by freeing scientists to do science rather than create and manage technological tools. To elucidate specific ways in which improved CI could advance water science, three challenges confronting the water science community were evaluated: 1) How does ecohydrologic patch structure affect nitrogen transport and fate in watersheds?, 2) How can human-modified environments emulate natural water and nutrient cycling to enhance both human and ecosystem well-being?, 3) How do changes in climate affect water availability to support biodiversity and human needs? We assessed the approaches used by researchers to address components of these challenges, identified barriers imposed by limitations of current CI, and interviewed leaders in various water science subdisciplines to determine the most recent CI tools employed. Our preliminary findings revealed four areas where CI improvements are likely to stimulate scientific advances: 1) sensor networks, 2) data quality assurance/quality control, 3) data and modeling standards, 4) high performance computing. In addition, the full potential of a re-envisioned water science CI cannot be realized without a substantial training component. In light of these findings, we suggest that CI

Learning and Teaching about the Nature of Science through Process Skills

Science.gov (United States)

Mulvey, Bridget K.

2012-01-01

This dissertation, a three-paper set, explored whether the process skills-based approach to nature of science instruction improves teachers' understandings, intentions to teach, and instructional practice related to the nature of science. The first paper examined the nature of science views of 53 preservice science teachers before and after a…

Examination of the Teaching Skills for Reading Scientific Materials Needed by Science Teachers by Comparing In-Service and Prospective Science Teachers

OpenAIRE

山根, 嵩史; 中條, 和光

2016-01-01

We examined the teaching skills for reading scientific materials needed by science teachers. We compared the views of teaching skills for reading scientific materials of science teachers both in service and in training. The result of text mining for free description of the teaching skills of both groups showed that, whereas trainee teachers emphasized language ability as a teaching skill (for example, the ability to image the contents of a text), current teachers emphasized teaching the curri...

Pre-Service Science Teachers' Reflective Thinking Skills toward Problem Solving

Science.gov (United States)

Can, Sendil

2015-01-01

The purpose of the present study is to investigate the pre-service science teachers' reflective thinking skills toward problem solving and the effects of gender, grade level, academic achievement, type of graduated high school and father and mother's education level on these skills. The study was conducted through the survey method with the…

Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school

Directory of Open Access Journals (Sweden)

Fengky Adie Perdana

2017-02-01

Full Text Available Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&D. Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1 the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2 Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3 effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4 Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.

Analysis of Science Process Skills in West African Senior Secondary School Certificate Physics Practical Examinations in Nigeria

Directory of Open Access Journals (Sweden)

A.O. Akinbobola

2010-06-01

Full Text Available This study analyzes the science process skills in West African senior secondary school certificate physics practical examinations in Nigeria for a period of 10 years (1998-2007. Ex-post facto design was adopted for the study. The 5 prominent science process skills identified out of the 15 used in the study are: manipulating (17%, calculating (14%, recording (14%, observing (12% and communicating (11%. The results also show high percentage rate of basic (lower order science process skills (63% as compared to the integrated (higher order science process skills (37%. The results also indicate that the number of basic process skills is significantly higher than the integrated process skills in the West African senior secondary school certificate physics practical examinations in Nigeria. It is recommended that the examination bodies in Nigeria should include more integrated science process skills into the senior secondary school physics practical examinations so as to enable the students to be prone to creativity, problem solving, reflective thinking, originality and invention which are vital ingredients for science and technological development of any nation.

A mentor development program for clinical translational science faculty leads to sustained, improved confidence in mentoring skills.

Science.gov (United States)

Feldman, Mitchell D; Steinauer, Jody E; Khalili, Mandana; Huang, Laurence; Kahn, James S; Lee, Kathryn A; Creasman, Jennifer; Brown, Jeanette S

2012-08-01

Mentorship is crucial for academic productivity and advancement for clinical and translational (CT) science faculty. However, little is known about the long-term effects of mentor training programs. The University of California, San Francisco (UCSF), Clinical and Translational Science Institute launched a Mentor Development Program (MDP) in 2007 for CT faculty. We report on an evaluation of the first three cohorts of graduates from the MDP. In 2010, all Mentors in Training (MITs) who completed the MDP from 2007 to 2009 (n= 38) were asked to complete an evaluation of their mentoring skills and knowledge; all MITs (100%) completed the evaluation. Two-thirds of MDP graduates reported that they often apply knowledge, attitudes, or skills obtained in the MDP to their mentoring. Nearly all graduates (97%) considered being a mentor important to their career satisfaction. Graduates were also asked about the MDP's impact on specific mentoring skills; 95% agreed that the MDP helped them to become a better mentor and to focus their mentoring goals. We also describe a number of new initiatives to support mentoring at UCSF that have evolved from the MDP. To our knowledge, this is the first evaluation of the long-term impact of a mentor training program for CT researchers. © 2012 Wiley Periodicals, Inc.

The Relationship between Student's Quantitative Skills, Application of Math, Science Courses, and Science Marks at Single-Sex Independent High Schools

Science.gov (United States)

Cambridge, David

2012-01-01

For independent secondary schools who offer rigorous curriculum to attract students, integration of quantitative skills in the science courses has become an important definition of rigor. However, there is little research examining students' quantitative skills in relation to high school science performance within the single-sex independent school…

Advanced Science for Kids: Multicultural Assessment and Programming.

Science.gov (United States)

Bettac, Teresa; Huckabee, Colleen; Musser, Louise; Patton, Paulette; Yates, Joyce

1997-01-01

Describes Advanced Science for Kids (ASK), a multicultural approach to assessment and programming for a middle school advanced science program. ASK is designed to provide alternative approaches to identification and assessment, facilitate authentic instruction and assessment, and provide minority students with academic and social support as they…

Advancing the science of Forest Hydrology

Science.gov (United States)

Devendra M. Amatya; R. Wayne Skaggs; Carl C. Trettin

2009-01-01

For more than a century, agricultural and biological engineers have provided major advances in science, engineering, and technology to increase food and fiber production to meet the demands of a rapidly growing global population. The land base for these technological advances has...

Advances in software science and technology

CERN Document Server

Hikita, Teruo; Kakuda, Hiroyasu

1993-01-01

Advances in Software Science and Technology, Volume 4 provides information pertinent to the advancement of the science and technology of computer software. This book discusses the various applications for computer systems.Organized into two parts encompassing 10 chapters, this volume begins with an overview of the historical survey of programming languages for vector/parallel computers in Japan and describes compiling methods for supercomputers in Japan. This text then explains the model of a Japanese software factory, which is presented by the logical configuration that has been satisfied by

Advances in software science and technology

CERN Document Server

Kakuda, Hiroyasu; Ohno, Yoshio

1992-01-01

Advances in Software Science and Technology, Volume 3 provides information pertinent to the advancement of the science and technology of computer software. This book discusses the various applications for computer systems.Organized into two parts encompassing 11 chapters, this volume begins with an overview of the development of a system of writing tools called SUIKOU that analyzes a machine-readable Japanese document textually. This text then presents the conditioned attribute grammars (CAGs) and a system for evaluating them that can be applied to natural-language processing. Other chapters c

The Improvement of Basic Support and Advance Clarification Skill with Problem Solving

OpenAIRE

Safira, Novi Ayu; Diawati, Chansyanah; Rosilawati, Ila

2013-01-01

The low-creative critical thinking skill of the student is because many schools use low-level abilities in learning. The use of problem solving model in the learning is one of the efforts for practice the critical thinking skill students. This research aimed to describe the problem solving model that are effective in improving the basic support and advance clarification skill. This research using a quasi-experimental methods with Non Equivalent Control Group Design. The sampling technique use...

Advancing Research on Undergraduate Science Learning

Science.gov (United States)

Singer, Susan Rundell

2013-01-01

This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

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.

Advancing Alternative Analysis: Integration of Decision Science.

Science.gov (United States)

Malloy, Timothy F; Zaunbrecher, Virginia M; Batteate, Christina M; Blake, Ann; Carroll, William F; Corbett, Charles J; Hansen, Steffen Foss; Lempert, Robert J; Linkov, Igor; McFadden, Roger; Moran, Kelly D; Olivetti, Elsa; Ostrom, Nancy K; Romero, Michelle; Schoenung, Julie M; Seager, Thomas P; Sinsheimer, Peter; Thayer, Kristina A

2017-06-13

Decision analysis-a systematic approach to solving complex problems-offers tools and frameworks to support decision making that are increasingly being applied to environmental challenges. Alternatives analysis is a method used in regulation and product design to identify, compare, and evaluate the safety and viability of potential substitutes for hazardous chemicals. We assessed whether decision science may assist the alternatives analysis decision maker in comparing alternatives across a range of metrics. A workshop was convened that included representatives from government, academia, business, and civil society and included experts in toxicology, decision science, alternatives assessment, engineering, and law and policy. Participants were divided into two groups and were prompted with targeted questions. Throughout the workshop, the groups periodically came together in plenary sessions to reflect on other groups' findings. We concluded that the further incorporation of decision science into alternatives analysis would advance the ability of companies and regulators to select alternatives to harmful ingredients and would also advance the science of decision analysis. We advance four recommendations: a ) engaging the systematic development and evaluation of decision approaches and tools; b ) using case studies to advance the integration of decision analysis into alternatives analysis; c ) supporting transdisciplinary research; and d ) supporting education and outreach efforts. https://doi.org/10.1289/EHP483.

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

Directory of Open Access Journals (Sweden)

Bayu Antrakusuma

2017-12-01

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

EFFECTS OF SCIENTIFIC INQUIRY LEARNING MODEL AND LOGICAL THINKING ABILITY OF HIGH SCHOOL STUDENTS SCIENCE PROCESS SKILLS

Directory of Open Access Journals (Sweden)

M. Akhyar Lubis

2017-09-01

Full Text Available This study aimed to analyze whether the results of science process skills of students. Who are taught by the teaching model scientific inquiry better than conventional learning, to analyze whether the results of science process skills of students? Who can think logically high is better than the students who have the potential to think logically low, analyze whether there is an interaction between scientific inquiry learning model with logical thinking skills to students' science process skills. This research is a quasi-experimental design with the two-group pretest-posttest design. The study population is all students of class X SMA Negeri 4 Padangsidimpuan semester II academic year 2016/2017. The The research instrument consists of two types: science process skills instrument consists of 10 questions in essay form which has been declared valid and reliable, and the instrument ability to think logically in the form of multiple choice is entirely groundless and complements (combination. The resulting data, analyzed by using two path Anava. The results showed that science process skills of students who are taught by the teaching model scientific inquiry better than conventional learning. Science process skills of students who can think logically high are better than the students who can think logically low, and there is an interaction between learning model scientific inquiry and conventional learning with the ability to think logically to improve students' science process skills.

Life Skills from the Perspectives of Classroom and Science Teachers

Science.gov (United States)

Kurtdede-Fidan, Nuray; Aydogdu, Bülent

2018-01-01

The aim of this study is to determine classroom and science teachers' views about life skills. The study employed phenomenological method. The participants of the study were 24 teachers; twelve of them were classroom teachers and the remaining were science teachers. They were working at public schools in Turkey. The participants were selected…

Advanced statistical methods in data science

CERN Document Server

Chen, Jiahua; Lu, Xuewen; Yi, Grace; Yu, Hao

2016-01-01

This book gathers invited presentations from the 2nd Symposium of the ICSA- CANADA Chapter held at the University of Calgary from August 4-6, 2015. The aim of this Symposium was to promote advanced statistical methods in big-data sciences and to allow researchers to exchange ideas on statistics and data science and to embraces the challenges and opportunities of statistics and data science in the modern world. It addresses diverse themes in advanced statistical analysis in big-data sciences, including methods for administrative data analysis, survival data analysis, missing data analysis, high-dimensional and genetic data analysis, longitudinal and functional data analysis, the design and analysis of studies with response-dependent and multi-phase designs, time series and robust statistics, statistical inference based on likelihood, empirical likelihood and estimating functions. The editorial group selected 14 high-quality presentations from this successful symposium and invited the presenters to prepare a fu...

Kansas nurse leader residency programme: advancing leader knowledge and skills.

Science.gov (United States)

Shen, Qiuhua; Peltzer, Jill; Teel, Cynthia; Pierce, Janet

2018-03-01

To evaluate the effectiveness of the Kansas Nurse Leader Residency (KNLR) programme in improving nurses' leadership knowledge and skills and its acceptability, feasibility and fidelity. The Future of Nursing Report (Institute of Medicine, 2011) calls for nurses to lead change and advance health. The 6-month KNLR programme was developed by the Kansas Action Coalition to support nurses' leadership development. Nurses (n = 36) from four nursing specialties (acute care, long-term care, public health and school health) participated in the programme. The adapted Leader Knowledge and Skill Inventory was used to assess leadership knowledge and skills. Programme acceptability, feasibility and implementation fidelity also were evaluated. The programme completion rate was 67.7% (n = 24). Programme completers had significantly improved self-assessed and mentor-assessed leadership knowledge and skills (p leaders are critical for successful transition into management positions. © 2017 John Wiley & Sons Ltd.

Gender and Acquisition of science process skills among junior

African Journals Online (AJOL)

PROF. BARTH EKWEME

students acquired the basic Science Process Skills measured but at a very low and little ... the UBE scheme should be actively involved in classroom activities, and that activity-based methods of ... that the ability to make good observation.

Developing Critical Thinking Skills Using the Science Writing Heuristic in the Chemistry Laboratory

Science.gov (United States)

Stephenson, N. S.; Sadler-McKnight, N. P.

2016-01-01

The Science Writing Heuristic (SWH) laboratory approach is a teaching and learning tool which combines writing, inquiry, collaboration and reflection, and provides scaffolding for the development of critical thinking skills. In this study, the California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking skills of…

Advances in welding science - a perspective

International Nuclear Information System (INIS)

David, S.A.; Vitek, J.M.; Babu, S.S.; DebRoy, T.

1995-01-01

The ultimate goal of welding technology is to improve the joint integrity and increase productivity. Over the years, welding has been more of an art than a science, but in the last few decades major advances have taken place in welding science and technology. With the development of new methodologies at the crossroads of basic and applied sciences, enormous opportunities and potential exist to develop a science-based tailoring of composition, structure, and properties of welds with intelligent control and automation of the welding processes

Children's science learning: A core skills approach.

Science.gov (United States)

Tolmie, Andrew K; Ghazali, Zayba; Morris, Suzanne

2016-09-01

Research has identified the core skills that predict success during primary school in reading and arithmetic, and this knowledge increasingly informs teaching. However, there has been no comparable work that pinpoints the core skills that underlie success in science. The present paper attempts to redress this by examining candidate skills and considering what is known about the way in which they emerge, how they relate to each other and to other abilities, how they change with age, and how their growth may vary between topic areas. There is growing evidence that early-emerging tacit awareness of causal associations is initially separated from language-based causal knowledge, which is acquired in part from everyday conversation and shows inaccuracies not evident in tacit knowledge. Mapping of descriptive and explanatory language onto causal awareness appears therefore to be a key development, which promotes unified conceptual and procedural understanding. This account suggests that the core components of initial science learning are (1) accurate observation, (2) the ability to extract and reason explicitly about causal connections, and (3) knowledge of mechanisms that explain these connections. Observational ability is educationally inaccessible until integrated with verbal description and explanation, for instance, via collaborative group work tasks that require explicit reasoning with respect to joint observations. Descriptive ability and explanatory ability are further promoted by managed exposure to scientific vocabulary and use of scientific language. Scientific reasoning and hypothesis testing are later acquisitions that depend on this integration of systems and improved executive control. © 2016 The British Psychological Society.

Measurement Model of Reasoning Skills among Science Students Based on Socio Scientific Issues (SSI

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MOHD AFIFI BAHURUDIN SETAMBAH

2018-05-01

Full Text Available The lack of reasoning skills has been recognized as one of the contributing factors to the declined achievement in the Trends in Mathematics and Science Studies (TIMSS and Programme for International Student Assessment (PISA assessments in Malaysia. The use of socio-scientific issues (SSI as a learning strategy offers the potential of improving the level of students' reasoning skills and consequently improves students’ achievement in science subjects. This study examined the development of a measurement model of reasoning skills among science students based on SSI using the analysis of moment structure (AMOS approach before going to second level to full structured equation modelling (SEM. A total of 450 respondents were selected using a stratified random sampling. Results showed a modified measurement model of reasoning skills consisting of the View Knowledge (VK was as a main construct. The items that measure the level of pre-reflection of students fulfilled the elements of unidimensionality, validity, and reliability. Although the level of student reasoning skills was still low but this development of measurement model could be identified and proposed teaching methods that could be adopted to improve students’ reasoning skills.

Science Café Course: An Innovative Means of Improving Communication Skills of Undergraduate Biology Majors

Directory of Open Access Journals (Sweden)

Anna Goldina

2013-12-01

Full Text Available To help bridge the increasing gap between scientists and the public, we developed an innovative two-semester course, called Science Café. In this course undergraduate biology majors learn to develop communication skills to be better able to explain science concepts and current developments in science to non-scientists. Students develop and host outreach events on various topics relevant to the community, thereby increasing interactions between budding scientists and the public. Such a Science Cafe course emphasizes development of science communication skills early, at the undergraduate level and empowers students to use their science knowledge in every day interactions with the public to increase science literacy, get involved in the local community and engage the public in a dialogue on various pressing science issues. We believe that undergraduate science majors can be great ambassadors for science and are often overlooked since many aspire to go on to medical/veterinary/pharmacy schools. However, science communication skills are especially important for these types of students because when they become healthcare professionals, they will interact with the public as part of their everyday jobs and can thus be great representatives for the field.

The Effect of Problem-Solving Video Games on the Science Reasoning Skills of College Students

Science.gov (United States)

Fanetti, Tina M.

As the world continues to rapidly change, students are faced with the need to develop flexible skills, such as science reasoning that will help them thrive in the new knowledge economy. Prensky (2001), Gee (2003), and Van Eck (2007) have all suggested that the way to engage learners and teach them the necessary skills is through digital games, but empirical studies focusing on popular games are scant. One way digital games, especially video games, could potentially be useful if there were a flexible and inexpensive method a student could use at their convenience to improve selected science reasoning skills. Problem-solving video games, which require the use of reasoning and problem solving to answer a variety of cognitive challenges could be a promising method to improve selected science reasoning skills. Using think-aloud protocols and interviews, a qualitative study was carried out with a small sample of college students to examine what impact two popular video games, Professor Layton and the Curious Village and Professor Layton and the Diabolical Box, had on specific science reasoning skills. The subject classified as an expert in both gaming and reasoning tended to use more higher order thinking and reasoning skills than the novice reasoners. Based on the assessments, the science reasoning of college students did not improve during the course of game play. Similar to earlier studies, students tended to use trial and error as their primary method of solving the various puzzles in the game and additionally did not recognize when to use the appropriate reasoning skill to solve a puzzle, such as proportional reasoning.

Career-Oriented Performance Tasks in Chemistry: Effects on Students Integrated Science Process Skills

OpenAIRE

Allen A. Espinosa; Sheryl Lyn C. Monterola; Amelia E. Punzalan

2013-01-01

The study was conducted to assess the effectiveness of Career-Oriented Performance Task (COPT) approach against the traditional teaching approach (TTA) in enhancing students’ integrated science process skills. Specifically, it sought to find out if students exposed to COPT have higher integrated science process skills than those students exposed to the traditional teaching approach (TTA). Career-Oriented Performance Task (COPT) approach aims to integrate career-oriented examples and inquiry-b...

Skill Development in Science and Technology Education for Sustainable Development in Nigeria

OpenAIRE

M. N. Modebelu; S. A. Ugwuanyi

2014-01-01

This paper reviews skill development in science and technology education, which is of crucial importance for sustainable development in Nigeria. The relevant concepts are introduced and robust argumentation is made with respect to the context of Nigeria. Keywords: skill development, education, Nigeria

Advances in the material science of concrete

National Research Council Canada - National Science Library

Ideker, Jason H; Radlinska, Aleksandra

2010-01-01

... Committee 236, Material Science of Concrete. The session focused on material science aspects of concrete with an emphasis placed on advances in understanding the fundamental scientific topics of cement-based materials, as well as the crucial...

Advanced in Computer Science and its Applications

CERN Document Server

Yen, Neil; Park, James; CSA 2013

2014-01-01

The theme of CSA is focused on the various aspects of computer science and its applications for advances in computer science and its applications and provides an opportunity for academic and industry professionals to discuss the latest issues and progress in the area of computer science and its applications. Therefore this book will be include the various theories and practical applications in computer science and its applications.

The Usage of Recycle Materials for Science Practicum: Is There Any Effect on Science Process Skills?

Science.gov (United States)

Prajoko, Setiyo; Amin, Mohamad; Rohman, Fatchur; Gipayana, Muhana

2017-01-01

This study aimed at determining the effect of recycle materials usage for science practicum on students' basic science process skills of the Open University, Surakarta. Recycle materials are the term used for the obtained materials and equipment from the students' environment by taking back the garbage or secondhand objects into goods or new…

Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program

Science.gov (United States)

Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

2008-12-01

Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

Examining Preservice Science Teachers' Skills of Formulating Hypotheses and Identifying Variables

Science.gov (United States)

Aydogdu, Bülent

2015-01-01

The aim of this study is to examine preservice science teachers' skills of formulating hypotheses and identifying variables. The research has a phenomenological research design. The data was gathered qualitatively. In this study, preservice science teachers were first given two scenarios (Scenario-1 & Scenario-2) containing two different…

Improving Science Process Skills for Primary School Students Through 5E Instructional Model-Based Learning

Science.gov (United States)

Choirunnisa, N. L.; Prabowo, P.; Suryanti, S.

2018-01-01

The main objective of this study is to describe the effectiveness of 5E instructional model-based learning to improve primary school students’ science process skills. The science process skills is important for students as it is the foundation for enhancing the mastery of concepts and thinking skills needed in the 21st century. The design of this study was experimental involving one group pre-test and post-test design. The result of this study shows that (1) the implementation of learning in both of classes, IVA and IVB, show that the percentage of learning implementation increased which indicates a better quality of learning and (2) the percentage of students’ science process skills test results on the aspects of observing, formulating hypotheses, determining variable, interpreting data and communicating increased as well.

The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

Science.gov (United States)

Limatahu, I.; Suyatno; Wasis; Prahani, B. K.

2018-03-01

In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

Directory of Open Access Journals (Sweden)

Hilman .

2015-04-01

Full Text Available Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on science process skills and cognitive learning outcomes. This experimental quasi studey used pretest-posttest control group design and consisted eighth grade students of SMP Negeri 1 Papalang Mamuju of West Sulawesi. The results showed there where significant positive effect of guided inquiry learning with mind map on process science skills and cognitive learning outcomes. Key Words: guided inquiry, mind map, science process skills, cognitive learning outcomes   Abstrak: Pembelajaran Ilmu Pengetahuan Alam (IPA di SMP bertujuan agar siswa dapat melakukan inkuiri ilmiah, meningkatkan pengetahuan, konsep, dan keterampilan IPA. Dalam pembelajaran, organisasi materi berperan penting dalam memudahkan anak belajar sehingga perlu ditelaah teknik yang memudahkan siswa membuat organisasi materi. Penelitian ini bertujuan mengetahui pengaruh pembelajaran inkuiri terbimbing dengan mind map terhadap keterampilan proses sains dan hasil belajar kognitif. Penelitian kuasi eksperimen ini menggunakan rancangan pre test-post test control group design dengan subjek penelitian siswa kelas VIII SMP Negeri 1 Papalang. Hasil penelitian menunjukkan ada pengaruh positif yang signifikan pembelajaran inkuiri terbimbing dengan mind map terhadap kemampuan keterampilan proses sains dan hasil belajar kognitif siswa. Kata kunci:  inkuiri terbimbing, mind map, keterampilan proses sains,  hasil belajar kognitif

Teaching and Assessing Teamwork Skills in Engineering and Computer Science

Directory of Open Access Journals (Sweden)

Robert W. Lingard

2010-02-01

Full Text Available To be successful in today's workplace, engineering and computer science students must possess high levels of teamwork skills. Unfortunately, most engineering programs provide little or no specific instruction in this area. This paper outlines an assessment-driven approach toward teaching teamwork skills. Working with the Industrial Advisory Board for the College, a set of performance criteria for teamwork was developed. This set of criteria was used to build an assessment instrument to measure the extent to which students are able to achieve the necessary skills. This set of criteria provides a clear basis for the development of an approach toward teaching teamwork skills. Furthermore, the results from the assessment can be used to adjust the teaching techniques to address the particular skills where students show some weaknesses. Although this effort is in the early stages, the approach seems promising and will be improved over time.

Communicating Science Concepts through Art: 21st-Century Skills in Practice

Science.gov (United States)

Buczynski, Sandy; Ireland, Kathleen; Reed, Sherri; Lacanienta, Evelyn

2012-01-01

There is a dynamic synergy between the visual arts and the natural sciences. For example, science relies heavily on individuals with visual-art skills to render detailed illustrations, depicting everything from atoms to zebras. Likewise, artists apply analytic, linear, and logical thinking to compose and scale their work of art. These parallel…

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

Science.gov (United States)

Zaleta, Kristy L.

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

University of Washington's eScience Institute Promotes New Training and Career Pathways in Data Science

Science.gov (United States)

Stone, S.; Parker, M. S.; Howe, B.; Lazowska, E.

2015-12-01

Rapid advances in technology are transforming nearly every field from "data-poor" to "data-rich." The ability to extract knowledge from this abundance of data is the cornerstone of 21st century discovery. At the University of Washington eScience Institute, our mission is to engage researchers across disciplines in developing and applying advanced computational methods and tools to real world problems in data-intensive discovery. Our research team consists of individuals with diverse backgrounds in domain sciences such as astronomy, oceanography and geology, with complementary expertise in advanced statistical and computational techniques such as data management, visualization, and machine learning. Two key elements are necessary to foster careers in data science: individuals with cross-disciplinary training in both method and domain sciences, and career paths emphasizing alternative metrics for advancement. We see persistent and deep-rooted challenges for the career paths of people whose skills, activities and work patterns don't fit neatly into the traditional roles and success metrics of academia. To address these challenges the eScience Institute has developed training programs and established new career opportunities for data-intensive research in academia. Our graduate students and post-docs have mentors in both a methodology and an application field. They also participate in coursework and tutorials to advance technical skill and foster community. Professional Data Scientist positions were created to support research independence while encouraging the development and adoption of domain-specific tools and techniques. The eScience Institute also supports the appointment of faculty who are innovators in developing and applying data science methodologies to advance their field of discovery. Our ultimate goal is to create a supportive environment for data science in academia and to establish global recognition for data-intensive discovery across all fields.

Advances in nuclear science and technology

CERN Document Server

Greebler, Paul

1968-01-01

Advances in Nuclear Science and Technology Volume 4 provides information pertinent to the fundamental aspects of advanced reactor concepts. This book discusses the advances in various areas of general applicability, including modern perturbation theory, optimal control theory, and industrial application of ionizing radiations.Organized into seven chapters, this volume begins with an overview of the technology of sodium-cooled fast breeder power reactors and gas-cooled power reactors. This text then examines the key role of reactor safety in the development of fast breeder reactors. Other chapt

Teaching citizen science skills online: Implications for invasive species training programs

Science.gov (United States)

Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.

2010-01-01

Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p plant cover estimates between static (??10%) and multimedia (??13%) participants did not differ (p =.86 and.08, respectively) from those of professionals (??9%). Trained volunteers struggled with plot setup and GPS skills. Overall, the online approach used did not influence conferred field skills and abilities. Traditional or multimedia online training augmented with more rigorous, repeated, and hands-on, in-person training in specialized skills required for more difficult tasks will likely improve volunteer abilities, data quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.

Generic Science Skills Enhancement of Students through Implementation of IDEAL Problem Solving Model on Genetic Information Course

Science.gov (United States)

Zirconia, A.; Supriyanti, F. M. T.; Supriatna, A.

2018-04-01

This study aims to determine generic science skills enhancement of students through implementation of IDEAL problem-solving model on genetic information course. Method of this research was mixed method, with pretest-posttest nonequivalent control group design. Subjects of this study were chemistry students enrolled in biochemistry course, consisted of 22 students in the experimental class and 19 students in control class. The instrument in this study was essayed involves 6 indicators generic science skills such as indirect observation, causality thinking, logical frame, self-consistent thinking, symbolic language, and developing concept. The results showed that genetic information course using IDEAL problem-solving model have been enhancing generic science skills in low category with of 20,93%. Based on result for each indicator, showed that there are indicators of generic science skills classified in the high category.

What's Working: Program Factors Influencing California Community College Basic Skills Mathematics Students' Advancement to Transfer Level

Science.gov (United States)

Fiero, Diane M.

2013-01-01

Purpose: The purpose of this study was to determine which basic skills program factors were exhibited by successful basic skills programs that helped students advance to transfer-level mathematics. This study specifically examined California community college basic skills programs that assist students who place in mathematics courses 2 levels…

Teaching Advanced Leadership Skills in Community Service (ALSCS) to medical students.

Science.gov (United States)

Goldstein, Adam O; Calleson, Diane; Bearman, Rachel; Steiner, Beat D; Frasier, Pamela Y; Slatt, Lisa

2009-06-01

Inadequate access to health care, lack of health insurance, and significant health disparities reflect crises in health care affecting all of society. Training U.S. physicians to possess not only clinical expertise but also sufficient leadership skills is essential to solve these problems and to effectively improve health care systems. Few models in the undergraduate medical curriculum exist for teaching students how to combine needed leadership competencies with actual service opportunities.The Advanced Leadership Skills in Community Service (ALSCS) selective developed in response to the shortage of leadership models and leadership training for medical students. The ALSCS selective is designed specifically to increase students' leadership skills, with an emphasis on community service. The selective integrates classroom-based learning, hands-on application of learned skills, and service learning. More than 60 medical students have participated in the selective since inception. Short-term outcomes demonstrate an increase in students' self-efficacy around multiple dimensions of leadership skills (e.g., fundraising, networking, motivating others). Students have also successfully completed more than a dozen leadership and community service projects. The selective offers an innovative model of a leadership-skills-based course that can have a positive impact on leadership skill development among medical school students and that can be incorporated into the medical school curriculum.

Non-proliferation and advances in nuclear science

International Nuclear Information System (INIS)

Iyengar, P.K.

1995-01-01

So far, the non-proliferation treaty (NPT) has concentrated on safeguard regimes based on technologies relating to the production of uranium and plutonium in nuclear reactors, and on their potential diversion for use in nuclear weapons. As nuclear science advances, however, nuclear technology both peaceful and for weapons will change, and for the NPT to remain relevant, it must reflect these changes. At this juncture, when the NPT is coming up for review in a year's time, it is important for physicists to take a fresh look at recent advances in nuclear science, and inform the policy-makers and the public at large about their potential for impacting nuclear technology in the future. In this article a few such advances are highlighted and their implications for the NPT are considered. (author). 4 refs

Improving the Teaching of Teamwork Skills in Engineering and Computer Science

Directory of Open Access Journals (Sweden)

Robert W. Lingard

2010-12-01

Full Text Available It is important that engineering and computer science students learn teamwork skills as an integral part of their educational development. These skills are often not explicitly taught, but rather it is expected that students learn them on their own through participation in various team projects. Furthermore, the actual skills that students are expected to learn are usually not well articulated, or even understood. The approach outlined here attempts to address these problems by first establishing a process for defining what is meant by teamwork, by using this definition to assess the extent to which students are learning teamwork skills, and by using the assessment results to formulate approaches to improve student learning with respect to these skills. Specific attempts at the definition, assessment, and instruction improvement process are discussed.

Pass the Mealworms, Please: Using Mealworms to Develop Science Process Skills

Science.gov (United States)

Harrell, Pamela Esprivalo; Bailer, Jill

2004-01-01

Mealworms, yum yum! Insects are an exciting way for middle school students to acquire science process skills. A teacher eating a mealworm will certainly capture the attention of students, and explaining the common practice of insect eating among people in other countries is a great way to include culture in a science lesson. This article provides…

Science Drivers and Technical Challenges for Advanced Magnetic Resonance

Energy Technology Data Exchange (ETDEWEB)

Mueller, Karl T.; Pruski, Marek; Washton, Nancy M.; Lipton, Andrew S.

2013-03-07

This report recaps the "Science Drivers and Technical Challenges for Advanced Magnetic Resonance" workshop, held in late 2011. This exploratory workshop's goal was to discuss and address challenges for the next generation of magnetic resonance experimentation. During the workshop, participants from throughout the world outlined the science drivers and instrumentation demands for high-field dynamic nuclear polarization (DNP) and associated magnetic resonance techniques, discussed barriers to their advancement, and deliberated the path forward for significant and impactful advances in the field.

Towson University's Professional Science Master's Program in Applied Physics: The first 5 years

Science.gov (United States)

Kolagani, Rajeswari

It is a well-established fact that the scientific knowledge and skills acquired in the process of obtaining a degree in physics meet the needs of a variety of positions in multiple science and technology sectors. However, in addition to scientific competence, challenging careers often call for skills in advanced communication, leadership and team functions. The professional science master's degree, which has been nick-named as the `Science MBA', aims at providing science graduates an edge both in terms of employability and earning levels by imparting such skills. Our Professional Science Master's Program in Applied Physics is designed to develop these `plus' skills through multiple avenues. In addition to advanced courses in Applied Physics, the curriculum includes graduate courses in project management, business and technical writing, together with research and internship components. I will discuss our experience and lessons learned over the 5 years since the inception of the program in 2010. The author acknowledges support from the Elkins Professorship of the University System of Maryland.

Learning and remembering strategies of novice and advanced jazz dancers for skill level appropriate dance routines.

Science.gov (United States)

Poon, P P; Rodgers, W M

2000-06-01

This study examined the influence of the challenge level of to-be-learned stimulus on learning strategies in novice and advanced dancers. In Study 1, skill-level appropriate dance routines were developed for novice and advanced jazz dancers. In Study 2, 8 novice and 9 advanced female jazz dancers attempted to learn and remember the two routines in mixed model factorial design, with one between-participants factor: skill level (novice or advanced) and two within-participants factors: routine (easy or difficult) and performance (immediate or delayed). Participants were interviewed regarding the strategies used to learn and remember the routines. Results indicated that advanced performers used atypical learning strategies for insufficiently challenging stimuli, which may reflect characteristics of the stimuli rather than the performer. The qualitative data indicate a clear preference of novice and advanced performers for spatial compatibility of stimuli and response.

The effectiveness of CPR training during anesthesia internship rotation on improvement of interns, knowledge and clinical skills of Lorestan university of medical sciences

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sepideh Vahabi

2015-09-01

Full Text Available Background : Since only the correct and effective Cardiopulmonary Resuscitation (CPR can increase the survival of patients with cardiopulmonary arrest, the aim of this study is to determine the effects of CPR training in the anesthetioligy ward to improve CPR knowledge and clinical skills of interns of Lorestan university of medical sciences. Materials and Methods : A 10-month Educational experimental study was done on 31 undergraduate medical students at Lorestan university of medical sciences in 2013. During a period of 15 days of anesthesiology internship course, all these students underwent CPR training including Basic Life Support ( BLS , Advanced Cardiac Life Support ( ACLS and practical skills. Data were collected via a questionnaire with 4 parts including demographic, pre and post knowledge and skills as standpoint of interns and ward,s professor. Results: After training the mean of score about knowledge of CPR and its practical skills significantly increased from 5.68 to 7.94 and 10.65 to 23.45 respectivly (PV=0.0001 . A significant relationship between preinternship exam score and knowledge of CPR before anesthesiology internship course was shown (PV=0.001, but there was no significant relationship with practical skills score pre and post CPR training in anesthesilogy ward.(PV=0.38 Conclusion: The CPR training course in anesthetiology ward leads to significant increase in CPR skills and Knowledge of medical interns. Adding this course to undergraduated medical students is essential

Assessing mathematics within advanced school science qualifications

OpenAIRE

McAlinden, Mary; Noyes, Andrew

2017-01-01

Following sustained discussion regarding the relationship between advanced mathematics and science learning in England, the government has pursued a reform agenda in which mathematics is embedded in national, high stakes A-level science qualifications and their assessments for 18-year-olds. For example, A-level Chemistry must incorporate the assessment of relevant mathematics for at least 20% of the qualification. Other sciences have different mandated percentages. This embedding policy is ru...

Analogy-Enhanced Instruction: Effects on Reasoning Skills in Science

Science.gov (United States)

Remigio, Krisette B.; Yangco, Rosanelia T.; Espinosa, Allen A.

2014-01-01

The study examined the reasoning skills of first year high school students after learning general science concepts through analogies. Two intact heterogeneous sections were randomly assigned to Analogy-Enhanced Instruction (AEI) group and Non Analogy-Enhanced (NAEI) group. Various analogies were incorporated in the lessons of the AEI group for…

Improving the critical thinking skills of junior high school students on Earth and Space Science (ESS) materials

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Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

2018-05-01

Critical thinking skills need to be developed in students. With critical thinking skills, students will be able to understand the concept with more depth easily, be sensitive with problems that occur, understand and solve problems that occur in their surroundings, and apply the concepts in different situations. Earth and Space Science (ESS) material is part of the science subjects given from elementary school to college. This research is a test of research program with quantitative method. This study aims to investigate the improvement of critical thinking skills of students through training of science teachers in junior high school in designing learning media for teaching ESS. With samples of 24 science teachers and 32 students of grade 7th in junior high school which are chosen by purposive sampling in a school in Ogan Ilir District, South Sumatra, obtained average pre-test and post-test scores of students’ critical thinking skills are 52.26 and 67.06 with an average N-gain of 0.31. A survey and critical thinking skills based-test were conducted to get the data. The results show positive impact and an increase in students’ critical thinking skills on the ESS material.

Understanding interdisciplinary health care teams: using simulation design processes from the Air Carrier Advanced Qualification Program to identify and train critical teamwork skills.

Science.gov (United States)

Hamman, William R; Beaudin-Seiler, Beth M; Beaubien, Jeffrey M

2010-09-01

In the report "Five Years After 'To Err is Human' ", it was noted that "the combination of complexity, professional fragmentation, and a tradition of individualism, enhanced by a well-entrenched hierarchical authority structure and diffuse accountability, forms a daunting barrier to creating the habits and beliefs of common purpose, teamwork, and individual accountability for successful interdependence that a safe culture requires". Training physicians, nurses, and other professionals to work in teams is a concept that has been promoted by many patient safety experts. However the model of teamwork in healthcare is diffusely defined, no clear performance metrics have been established, and the use of simulation to train teams has been suboptimal. This paper reports on the first three years of work performed in the Michigan Economic Development Corporation (MEDC) Tri-Corridor life science grant to apply concepts and processes of simulation design that were developed in the air carrier industry to understand and train healthcare teams. This work has been monitored by the American Academy for the Advancement of Science (AAA) and is based on concepts designed in the Advanced Qualification Program (AQP) from the air carrier industry, which trains and assesses teamwork skills in the same manner as technical skills. This grant has formed the foundation for the Center of Excellence for Simulation Education and Research (CESR).

Profile of Students’ Critical Thinking Skill Measured by Science Virtual Test on Living Things and Environmental Sustainability Theme

Science.gov (United States)

Maulida, N. I.; Firman, H.; Rusyati, L.

2017-02-01

The aims of this study are: (1) to investigate the level of students’ critical thinking skill on living things and environmental sustainability theme for each Inch’ critical thinking elements and overall, (2) to investigate the level of students’ critical thinking skill on living things characteristic, biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics. The research was conducted due to the important of critical thinking measurement to get the current skill description as the basic consideration for further critical thinking skill improvement in lower secondary science. The research method used was descriptive. 331 seventh grade students taken from five lower secondary schools in Cirebon were tested to get the critical thinking skill data by using Science Virtual Test as the instrument. Generally, the mean scores on eight Inch’ critical thinking elements and overall score from descriptive statistic reveals a moderate attainments level. Students’ critical thinking skill on biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics are in moderate level. While students’ critical thinking skill on living things characteristic is identified as high level. Students’ experience in thinking critically during science learning process and the characteristic of the topic are emerged as the reason behind the students’ critical thinking skill level on certain science topic.

Advancing palliative and end-of-life science in cardiorespiratory populations: The contributions of nursing science.

Science.gov (United States)

Grady, Patricia A

Nursing science has a critical role to inform practice, promote health, and improve the lives of individuals across the lifespan who face the challenges of advanced cardiorespiratory disease. Since 1997, the National Institute of Nursing Research (NINR) has focused attention on the importance of palliative and end-of-life care for advanced heart failure and advanced pulmonary disease through the publication of multiple funding opportunity announcements and by supporting a cadre of nurse scientists that will continue to address new priorities and future directions for advancing palliative and end-of-life science in cardiorespiratory populations. Published by Elsevier Inc.

Exploring student teachers' views of science process skills in their ...

African Journals Online (AJOL)

2016-08-18

Aug 18, 2016 ... The purpose of this study was to explore the views of student teachers with regard to the importance they attach to these skills ... and purpose of practical work in science. .... students learn how to use some piece(s) of scientific.

Assessment and Teaching of Science Skills: Whole of Programme Perceptions of Graduating Students

Science.gov (United States)

Hodgson, Yvonne; Varsavsky, Cristina; Matthews, Kelly E.

2014-01-01

This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six…

Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher Candidates

Science.gov (United States)

Demir, Sibel

2015-01-01

The aim of this study was to evaluate and determine the critical thinking and reflective thinking skills of science teacher candidates. The study was performed with the participation of 30 teacher candidates enrolled in the science teaching department of a university in Turkey. Scales administered during the study included the California Critical…

THE EFFECTS OF INQUIRY TRAINING ASSIST MEDIA OF HANDOUT AND ATTITUDE SCIENTIFIC TOWARDS SCIENCE PROCESS SKILLS IN PHYSICS STUDENTS

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Halimatus Sakdiah

2014-12-01

Full Text Available The purpose of this research has described difference: (1 skill of student science process between inquiry training assist media of handout and direct instruction, (2 skill of student science process between student possess attitude scientific upon and under of mean, and (3 interaction of inquiry training assist media handout and direct instruction with attitude scientific increase skill of student science process. Type of this research is experiment quasi, use student of senior high school Private sector of  Prayatna as population and chosen sample by cluster sampling random. The instrument used essay test base on skill of science process which have valid and reliable. Data be analysed by using ANAVA two ways. Result of research show that any difference of skill of student science process (1 between inquiry training assist media of handout and direct instruction, where inquiry training assist media of handout better then direct instruction, (2 between student possess attitude scientific upon and under of mean, where possess attitude scientific upon of mean better then student possess attitude scientific under of mean and (3 any interaction between inquiry training assist media of handout and direct instruction with attitude scientific increase skill of student science process, where interaction in class direct instruction better then inquiry training assist media of handout.

University Applicants' Critical Thinking Skills: The Case of the Finnish Educational Sciences

Science.gov (United States)

Utriainen, Jukka; Marttunen, Miika; Kallio, Eeva; Tynjälä, Päivi

2017-01-01

This study investigates the quality of the critical thinking skills of applicants (n = 77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant's age, previous higher education experience, and matriculation and entrance examination scores. The data consist of the…

Transferable skills of undergraduates of sciences and arts at Taibah ...

African Journals Online (AJOL)

DELL

compared Arts and Science students in these skills, there were significant ... central to occupational competence in all sectors and all levels, including project management, leadership, communication, working in teams and problem solving. ..... France has initiated various reforms, one of which established 'doctoral schools' ...

Investigating Pre-Service Science Teachers' Critical Thinking Dispositions and Problem Solving Skills in Terms of Different Variables

Science.gov (United States)

Yenice, Nilgun

2011-01-01

This study was conducted to examine pre-service science teachers' critical thinking dispositions and problem solving skills based on gender, grade level and graduated high school variables. Also relationship between pre-service science teachers' critical thinking dispositions and problem solving skills was examined based on gender, grade level and…

Testing a model of science process skills acquisition: An interaction with parents' education, preferred language, gender, science attitude, cognitive development, academic ability, and biology knowledge

Science.gov (United States)

Germann, Paul J.

Path analysis techniques were used to test a hypothesized structural model of direct and indirect causal effects of student variables on science process skills. The model was tested twice using data collected at the beginning and end of the school year from 67 9th- and 10th-grade biology students who lived in a rural Franco-American community in New England. Each student variable was found to have significant effects, accounting for approximately 80% of the variance in science process skills achievement. Academic ability, biology knowledge, and language preference had significant direct effects. There were significant mediated effects by cognitive development, parents' education, and attitude toward science in school. The variables of cognitive development and academic ability had the greatest total effects on science process skills. Implications for practitioners and researchers are discussed.

Linking Complex Problem Solving and General Mental Ability to Career Advancement: Does a Transversal Skill Reveal Incremental Predictive Validity?

Science.gov (United States)

Mainert, Jakob; Kretzschmar, André; Neubert, Jonas C.; Greiff, Samuel

2015-01-01

Transversal skills, such as complex problem solving (CPS) are viewed as central twenty-first-century skills. Recent empirical findings have already supported the importance of CPS for early academic advancement. We wanted to determine whether CPS could also contribute to the understanding of career advancement later in life. Towards this end, we…

Developing Engineering and Science Process Skills Using Design Software in an Elementary Education

Science.gov (United States)

Fusco, Christopher

This paper examines the development of process skills through an engineering design approach to instruction in an elementary lesson that combines Science, Technology, Engineering, and Math (STEM). The study took place with 25 fifth graders in a public, suburban school district. Students worked in groups of five to design and construct model bridges based on research involving bridge building design software. The assessment was framed around individual student success as well as overall group processing skills. These skills were assessed through an engineering design packet rubric (student work), student surveys of learning gains, observation field notes, and pre- and post-assessment data. The results indicate that students can successfully utilize design software to inform constructions of model bridges, develop science process skills through problem based learning, and understand academic concepts through a design project. The final result of this study shows that design engineering is effective for developing cooperative learning skills. The study suggests that an engineering program offered as an elective or as part of the mandatory curriculum could be beneficial for developing students' critical thinking, inter- and intra-personal skills, along with an increased their understanding and awareness for scientific phenomena. In conclusion, combining a design approach to instruction with STEM can increase efficiency in these areas, generate meaningful learning, and influence student attitudes throughout their education.

The effects of inquiry-based science on the social and communicative skills of students with low-incidence disabilities

Science.gov (United States)

D'Angelo, Heather Hopkins

This research utilized inquiry based science as a vehicle to implement and maintain social skills training for secondary students, ages 14 to 20, with low-incidence disabilities in a self-contained classroom. This three year action research study examined the effects of an inquiry based science curriculum on the level and quantity of social skills used by students with one or more of the following challenges: significant learning disability (functioning more than two grade levels below grade level), emotional/social disability, mental retardation, Autism, and/or varying degrees of brain damage. Through the use of video recording, the students in the study were analyzed based on the level of social interaction and the amount of socialization that took place during inquiry based science. The skills sought were based on the social and communication skills earmarked in the students' weekly social skills training class and their Individualized Education Plans (IEP). Based on previous research in social skills training it has been determined that where social skills training is lacking are in the areas of transfer and maintenance of skills. Due to the natural social behavior that must take place in inquiry based science this group of students were found to exhibit gains in (1) quantity of social interactions on topic; (2) developing higher levels of social interactions (sharing, taking other's suggestions, listening and responding appropriately, etc.); and (3) maintenance of social skills taught outside of formal social skills training. These gains were seen overall in the amount of student involvement during inquiry based science verses teacher involvement. Such increases are depicted through students' verbal exchanges, excerpts from field notes, and student reflections. The findings of this research is expected to guide special educators, administrators and directors of curriculum as to how to better create curriculum for this specific population where social skills

The nature of advanced reasoning and science instruction

Science.gov (United States)

Lawson, Anton E.

Although the development of reasoning is recognized as an important goal of science instruction, its nature remains somewhat of a mystery. This article discusses two key questions: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? Aspects of a model of advanced reasoning are presented in which hypothesis generation and testing are viewed as central processes in intellectual development. It is argued that a number of important advanced reasoning schemata are linked by these processes and should be made a part of science instruction designed to improve students' reasoning abilities.Concerning students' development and use of formal reasoning, Linn (1982) calls for research into practical issues such as the roles of task-specific knowledge and individual differences in performance, roles not emphasized by Piaget in his theory and research. From a science teacher's point of view, this is good advice. Accordingly, this article will expand upon some of the issues raised by Linn in a discussion of the nature of advanced reasoning which attempts to reconcile the apparent contradiction between students' differential use of advanced reasoning schemata in varying contexts with the notion of a general stage of formal thought. Two key questions will be discussed: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? The underlying assumption of the present discussion is that, among other things, science instruction should concern itself with the improvement of students' reasoning abilities (cf. Arons, 1976; Arons & Karplus, 1976; Bady, 1979; Bauman, 1976; Educational Policies Commission, 1966; Herron, 1978; Karplus, 1979; Kohlberg & Mayer, 1972; Moshman & Thompson, 1981; Lawson, 1979; Levine & linn, 1977; Pallrand, 1977; Renner & Lawson, 1973; Sayre & Ball, 1975; Schneider & Renner, 1980; Wollman, 1978). The questions are of interest because to

Physical sciences and engineering advances in life sciences and oncology a WTEC global assessment

CERN Document Server

Fletcher, Daniel; Gerecht, Sharon; Levine, Ross; Mallick, Parag; McCarty, Owen; Munn, Lance; Reinhart-King, Cynthia

2016-01-01

This book presents an Assessment of Physical Sciences and Engineering Advances in Life Sciences and Oncology (APHELION) by a panel of experts. It covers the status and trends of applying physical sciences and engineering principles to oncology research in leading laboratories and organizations in Europe and Asia. The book elaborates on the six topics identified by the panel that have the greatest potential to advance understanding and treatment of cancer, each covered by a chapter in the book. The study was sponsored by the National Cancer Institute (NCI) at the National Institute of Health (NIH), the National Science Foundation (NSF) and the National Institute of Biomedical Imaging and Bioengineering at the NIH in the US under a cooperative agreement with the World Technology Evaluation Center (WTEC).

Primary School Teachers' Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

Science.gov (United States)

Shahali, Edy H. M.; Halim, Lilia; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

2017-04-01

This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach's alpha reliability of 0.88. The findings showed that the teachers' conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers' understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools.

Students interest in learning science through fieldwork activity encourage critical thinking and problem solving skills among UPSI pre-university students

Science.gov (United States)

Jamil, Siti Zaheera Muhamad; Khairuddin, Raja Farhana Raja

2017-05-01

Graduates with good critical thinking and problem solving (CTPS) skills are likely to boost their employability to live in 21st century. The demands of graduates to be equipped with CTPS skills have shifted our education system in focusing on these elements in all levels of education, from primary, the secondary, and up to the tertiary education, by fostering interesting teaching and learning activities such as fieldwork activity in science classes. Despite the importance of the CTPS skills, little is known about whether students' interests in teaching and learning activities, such as fieldwork activity, have any influence on the students CTPS skills. Therefore, in this investigation, firstly to examine students interests in learning science through fieldwork activity. Secondly, this study examined whether the students' interest in learning science through fieldwork activity have affect on how the students employ CTPS skills. About 100 Diploma of Science students in Universiti Pendidikan Sultan Idris (UPSI) were randomly chosen to participate in this study. All of the participants completed a survey on how they find the fieldwork activity implemented in their science classes and it relevents towards their CTPS skills development. From our findings, majority of the students (91%) find that fieldwork activity is interesting and helpful in increasing their interest in learning science (learning factor) and accommodate their learning process (utility). Results suggest that students' interest on the fieldwork activity in science classes does have some influence on the students development of CTPS skills. The findings could be used as an initial guideline by incorporating students' interest on other teaching and learning activities that being implemented in science classes in order to know the impacts of these learning activities in enhancing their CTPS skills.

The Effect of a Laboratory Approach Based on Predict-Observation-Explain (POE Strategy on the Development of Students’ Science Process Skills and Views about Nature of Science

Directory of Open Access Journals (Sweden)

Kadir Bilen

2012-06-01

Full Text Available The purpose of this study was to investigate the effects of a laboratory instruction prepared based on “Predict-Observation-Explain” (POE strategy compared to a verification laboratory approach on the development of pre-service science teachers’ science skill processes and their views of nature of sceince in a general biology laboratory course. The participants of this study consisted of 122 pre-service teachers who took the General Biology Laboratory at the department of science education at Pamukkale University during the fall semester of 2007-2008 academic year. Data was collected through Science Process Skills Test (SPST and Nature of Science Questionnaire. Results indicated that there was a statistically significant difference between the verification laboratory approach and the laboratory approach based on the POE strategy on the development of students’ science process skills [F=10.41, p

The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

Science.gov (United States)

Cotabish, Alicia; Dailey, Debbie; Robinson, Ann; Hughes, Gail

2013-01-01

The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of…

Promoting science communication skills in the form of oral presentation through pictorial analogy

Science.gov (United States)

Purnomo, A. R.; Fauziah, A. N. M.

2018-04-01

Prospective biology teachers are demanded to have skills in communicating science in the form of oral presentation when someday they teach. However, over-expectation towards biological concept comprehension has led them to lower their participation in class. In such a case, rote learning is standing still to support biological content knowledge delivery in university level and thus impoverish the potential of them due to its excessive practice. This study then comes to explore the significant improvement over the use of pictorial analogy to promote university students’ skills in science oral communication towards the nervous system topic. Case study has been a design for the study. It involved two group of different students who participate in natural setting of human anatomy and physiology course. The data was gathered by observation and analyzed in descriptive manner. Quantitative and qualitative data are mixed up altogether to describe the reality behind learning process. The result showed that although both high and low achieving students are successful to communicate science concepts through pictorial analogy they are different in the way they accomodate what they want to explain. High achieving students outperform low achieving students in all aspects of oral presentation. They also employ more complex sources to draw the target concepts. To sum up, pictorial analogy can be used as a tool for students to do science communication skill in the form of oral presentation.

Advances in nuclear science and technology

CERN Document Server

Henley, Ernest J

1973-01-01

Advances in Nuclear Science and Technology, Volume 7 provides information pertinent to the fundamental aspects of nuclear science and technology. This book discusses the safe and beneficial development of land-based nuclear power plants.Organized into five chapters, this volume begins with an overview of irradiation-induced void swelling in austenitic stainless steels. This text then examines the importance of various transport processes for fission product redistribution, which depends on the diffusion data, the vaporization properties, and the solubility in the fuel matrix. Other chapters co

Effects of explicit instruction on the acquisition of students' science inquiry skills in grades 5 and 6 of primary education

Science.gov (United States)

Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.

2018-03-01

In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.

Science Skills Boot Camp Gets Interns Ready for Research | Poster

Science.gov (United States)

By Ashley DeVine, Staff Writer Summer interns learned how to read a scientific paper, present a poster, maintain a laboratory notebook, and much more, at the Science Skills Boot Camp in June. “It was a great experience, and it was a great opportunity to meet some of the other interns also working on the campus,” said Alyssa Klein, a Werner H. Kirsten student intern in the Cellular Immunology Group, Laboratory of Molecular Immunoregulation. “The boot camp covered many topics essential to being a good scientist and science researcher.”

Millennials in action: a student-guided effort in curriculum-integration of library skills.

Science.gov (United States)

Brower, Stewart

2004-01-01

By working in tandem with the Coordinator of Information Management Education (IME) at the University at Buffalo Health Sciences Library, students serving on the School of Pharmacy and Pharmaceutical Sciences Curriculum Committee helped map out a three-year plan for training in library and information literacy skills. Through meetings and e-mail exchanges with the student representatives, the IME Coordinator developed a series of specific course-related instruction and assessment opportunities which would cover tertiary resources, bibliographic searching, evidence-based pharmacy, and advanced information skills.

The Instrument Implementation of Two-tier Multiple Choice to Analyze Students’ Science Process Skill Profile

Directory of Open Access Journals (Sweden)

Sukarmin Sukarmin

2018-01-01

Full Text Available This research is aimed to analyze the profile of students’ science process skill (SPS by using instrument two-tier multiple choice. This is a descriptive research that describes the profile of students’ SPS. Subjects of the research were 10th-grade students from high, medium and low categorized school. Instrument two-tier multiple choice consists of 30 question that contains an indicator of SPS. The indicator of SPS namely formulating a hypothesis, designing experiment, analyzing data, applying the concept, communicating, making a conclusion. Based on the result of the research and analysis, it shows that: 1 the average of indicator achievement of science process skill at high categorized school on formulating hypothesis is 74,55%, designing experiment is 74,89%, analyzing data is 67,89%, applying concept is 52,89%, communicating is 80,22%, making conclusion is 76%, 2. the average of indicator achievement of science process skill at medium categorized school on formulating hypothesis is 53,47%, designing experiment is 59,86%, analyzing data is 42,22%, applying concept is 33,19%, communicating is 76,25%, making conclusion is 61,53%, 3 the average of indicator achievement of science process skill at low categorized school on formulating hypothesis is 51%, designing experiment is 55,17%, analyzing data is 39,17%, applying concept is 35,83%, communicating is 58,83%, making conclusion is 58%.

Venturing into the Unknown: Blogs as a Means of Advancing Leadership Skills

Science.gov (United States)

Kodish, Slavica

2017-01-01

The author describes a theoretically eclectic exploratory assignment that helped students in a managerial communication class practice and advance a comprehensive range of leadership skills. Specifically, the author combined E. M. Eisenberg, L. H. Goodall, and A. Tretheway's (2014) model of leadership with pertinent concepts from the theory of…

Proceedings of the 1st symposium on advanced science research

International Nuclear Information System (INIS)

1995-09-01

The 1st symposium on advanced science research was held in Tokai-mura, Ibaraki-ken, on 23-24 March, 1995, under the auspices of JAERI. Two hundred and sixty scientists attended the symposium; over 40% of the attendants were from universities and laboratories outside JAERI. This proceedings consists of 6 oral presentations of the research activities in the Advanced Science Research Center, 70 poster presentations on the field of basic science from both the inside and outside of JAERI and 2 panel discussions on the actinide physics and biocrystallography. (author)

Advances in nuclear science and technology

CERN Document Server

Henley, Ernest J

1970-01-01

Advances in Nuclear Science and Technology, Volume 5 presents the underlying principles and theory, as well as the practical applications of the advances in the nuclear field. This book reviews the specialized applications to such fields as space propulsion.Organized into six chapters, this volume begins with an overview of the design and objective of the Fast Flux Test Facility to provide fast flux irradiation testing facilities. This text then examines the problem in the design of nuclear reactors, which is the analysis of the spatial and temporal behavior of the neutron and temperature dist

Advances in nuclear science and technology

CERN Document Server

Greebler, Paul

1966-01-01

Advances in Nuclear Science and Technology, Volume 3 provides an authoritative, complete, coherent, and critical review of the nuclear industry. This book presents the advances in the atomic energy field.Organized into six chapters, this volume begins with an overview of the use of pulsed neutron sources for the determination of the thermalization and diffusion properties of moderating as well as multiplying media. This text then examines the effect of nuclear radiation on electronic circuitry and its components. Other chapters consider radiation effects in various inorganic solids, with empha

The use of physics practicum to train science process skills and its effect on scientific attitude of vocational high school students

Science.gov (United States)

Wiwin, E.; Kustijono, R.

2018-03-01

The purpose of the study is to describe the use of Physics practicum to train the science process skills and its effect on the scientific attitudes of the vocational high school students. The components of science process skills are: observing, classifying, inferring, predicting, and communicating. The established scientific attitudes are: curiosity, honesty, collaboration, responsibility, and open-mindedness. This is an experimental research with the one-shot case study design. The subjects are 30 Multimedia Program students of SMK Negeri 12 Surabaya. The data collection techniques used are observation and performance tests. The score of science process skills and scientific attitudes are taken from observational and performance instruments. Data analysis used are descriptive statistics and correlation. The results show that: 1) the physics practicum can train the science process skills and scientific attitudes in good category, 2) the relationship between the science process skills and the students' scientific attitude is good category 3) Student responses to the learning process using the practicum in the good category, The results of the research conclude that the physics practicum can train the science process skill and have a significant effect on the scientific attitude of the vocational highschool students.

Further Democratizing Latin America: Broadening Access to Higher Education and Promoting Science Policies Focused on the Advanced Training of Human Resources

Directory of Open Access Journals (Sweden)

Manuel Heitor

2014-08-01

Full Text Available We focus this paper on the conditions to build reliable science, technology and higher education systems in Latin America, based on international comparative studies, fieldwork and interviews conducted over the last three years. The analysis shows that science can have a major role in furthering the democratization of society through public policies that foster opportunities to access knowledge and the advanced training of human resources. Broadening the social basis for higher education promotes the qualification of the labour force and contributes to social and economic development. The need to guarantee higher education diversity, strengthening scientific institutions and investing in a strong science base, is deemed as critical, but goes far beyond policies centred on innovation and industry-science relationships. It requires adequate training and attraction of skilled people, as well as the social promotion of a scientific and technological culture.

Referesher Course on Recent Advances in Chemical Science and ...

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 15; Issue 9. Referesher Course on Recent Advances in Chemical Science and Its Technological Applications. Information and Announcements Volume 15 Issue 9 September 2010 pp 860-861 ...

Advances in nuclear science and technology

CERN Document Server

Henley, Ernest J

1976-01-01

Advances in Nuclear Science and Technology, Volume 9 provides information pertinent to the fundamental aspects of nuclear science and technology. This book discusses the safe and beneficial development of land-based nuclear power plants.Organized into five chapters, this volume begins with an overview of the possible consequences of a large-scale release of radioactivity from a nuclear reactor in the event of a serious accident. This text then discusses the extension of conventional perturbation techniques to multidimensional systems and to high-order approximations of the Boltzmann equation.

Advances in nuclear science and technology

CERN Document Server

Henley, Ernest J

1972-01-01

Advances in Nuclear Science and Technology, Volume 6 provides information pertinent to the fundamental aspects of nuclear science and technology. This book covers a variety of topics, including nuclear steam generator, oscillations, fast reactor fuel, gas centrifuge, thermal transport system, and fuel cycle.Organized into six chapters, this volume begins with an overview of the high standards of technical safety for Europe's first nuclear-propelled merchant ship. This text then examines the state of knowledge concerning qualitative results on the behavior of the solutions of the nonlinear poin

The Influence of Materials Science and Engineering Undergraduate Research Experiences on Public Communication Skills

Science.gov (United States)

Ing, Marsha; Fung, Wenson W.; Kisailus, David

2013-01-01

Communicating research findings with others is a skill essential to the success of future STEM professionals. However, little is known about how this skill can be nurtured through participating in undergraduate research. The purpose of this study is to quantify undergraduate participation in research in a materials science and engineering…

Building Transferable Knowledge and Skills through an Interdisciplinary Polar Science Graduate Program

Science.gov (United States)

Culler, L. E.; Virginia, R. A.; Albert, M. R.; Ayres, M.

2015-12-01

Modern graduate education must extend beyond disciplinary content to prepare students for diverse careers in science. At Dartmouth, a graduate program in Polar Environmental Change uses interdisciplinary study of the polar regions as a core from which students develop skills and knowledge for tackling complex environmental issues that require cooperation across scientific disciplines and with educators, policy makers, and stakeholders. Two major NSF-funded initiatives have supported professional development for graduate students in this program, including an IGERT (Integrative Graduate Education and Research Traineeship) and leadership of JSEP's (Joint Science Education Project) Arctic Science Education Week in Greenland. We teach courses that emphasize the links between science and the human dimensions of environmental change; host training sessions in science communication; invite guest speakers who work in policy, academia, journalism, government research, etc.; lead an international field-based training that includes policy-focused meetings and a large outreach component; provide multiple opportunities for outreach and collaboration with local schools; and build outreach and education into graduate research programs where students instruct and mentor high school students. Students from diverse scientific disciplines (Ecology, Earth Science, and Engineering) participate in all of the above, which significantly strengthens their interdisciplinary view of polar science and ability to communicate across disciplines. In addition, graduate students have developed awareness, confidence, and the skills to pursue and obtain diverse careers. This is reflected in the fact that recent graduates have acquired permanent and post-doctoral positions in academic and government research, full-time teaching, and also in post-docs focused on outreach and science policy. Dartmouth's interdisciplinary approach to graduate education is producing tomorrow's leaders in science.

The relationship among critical thinking skill measured by science virtual test, gender, andmotivation in 9th grade students

Science.gov (United States)

Fernandi, R. A. U. I.; Firman, H.; Rusyati, L.

2018-05-01

The purpose of this study was to identify the relationship among critical thinking skill, gender and motivation in 9th grade students of Junior High School in Kuningan. This descriptive study used purposive sampling that comprised 110 ninth grade students taken from three junior high school that has good computer literacy and use 2013 curriculum. The data were obtained through Science Virtual Test on living things and environmental sustainability theme, respondent identity, and science motivation questionnaire (SMQ). Female students scored highest on generating purpose skill (M = 73.81), while male students performed better on generating implication and consequences skill (M = 78.01) where both groups differed significantly (p = 0.011). Students scored highest on generating purpose skill for high and moderate motivation group, while for the lowest score, moderate and low motivation group performed it on making assumption skill. Additionally, some critical thinking elements differed significantly by motivation to learn science. Despite, there was no correlation between students’ critical thinking and motivation (r = 0.155, p > 0.05). The finding indicated that students’ critical thinking is not differed by gender and not affected by motivation to learn science.

Facilitating awareness of philosophy of science, ethics and communication through manual skills training in undergraduate education.

Science.gov (United States)

Kordahl, Hilde Lund; Fougner, Marit

2017-03-01

Professional health science education includes a common theoretical basis concerning the theory of science, ethics and communication. Former evaluations by first-year students of the bachelor physiotherapy program at Oslo and Akershus University College of Applied Sciences (HiOA) show that they find it hard to understand the relation between these particular topics and future professional practice. This challenge is the starting point for a pedagogical development project that aims to develop learning contexts that highlight the relevance of these theoretical concepts. The aim of the study is to explore and present findings on the value of using Sykegrep manual skills classes as an arena in which students can be encouraged to think about, reflect on and appreciate the role and value of the philosophical perspectives that inform their practice and contributes to practise knowledge. A qualitative study with data collection through focus groups was performed and analyzed using thematic content analysis. Eighteen first-year undergraduate students, who had completed the manual skills course, participated in the study. Analysis of the data yielded three categories of findings that can be associated with aspects of philosophy of science, ethics and communication. These are as follows: 1) preconceived understanding of physiotherapy; 2) body knowledge perspectives; and 3) relational aspects of interactions. Undergraduate students' understanding and experience of philosophy of science, ethics and communication may be facilitated by peer collaboration, reflection on intimacy and touch and the ethical aspects of interaction during manual skills training. Practical classes in Sykegrep provide a basis for students' discussions about the body as well as their experiences with the body in the collaborative learning context. The students' reflections on their expectations of manual skills in physiotherapy and experiences of touch and being touched can facilitate an awareness of

Drilling Students’ Communication Skill through Science, Environment, Technology, and Society (SETS)-Based Learning

Science.gov (United States)

Al-Farisi, B. L.; Tjandrakirana; Agustini, R.

2018-01-01

Student’s communication skill paid less attention in learning activity at school, even though communication skill is needed by students in the 21st century based on the demands of new curriculum in Indonesia (K13). This study focuses on drilling students’ communication skill through science, environment, technology, and society (SETS)-based learning. The research is a pre-experimental design with a one-shot case study model involving 10 students of ninth-grader of SMPN 2 Manyar, Gresik. The research data were collected through observation method using communication observation sheet. The data were analyzed using the descriptive qualitative method. The result showed that students’ communication skill reached the completeness of skills decided both individually and classically in the curriculum. The fundamental result of this research that SETS-based learning can be used to drill students’ communication skill in K13 context.

MENTAL SHIFT TOWARDS SYSTEMS THINKING SKILLS IN COMPUTER SCIENCE

Directory of Open Access Journals (Sweden)

MILDEOVÁ, Stanislava

2012-03-01

Full Text Available When seeking solutions to current problems in the field of computer science – and other fields – we encounter situations where traditional approaches no longer bring the desired results. Our cognitive skills also limit the implementation of reliable mental simulation within the basic set of relations. The world around us is becoming more complex and mutually interdependent, and this is reflected in the demands on computer support. Thus, in today’s education and science in the field of computer science and all other disciplines and areas of life need to address the issue of the paradigm shift, which is generally accepted by experts. The goal of the paper is to present the systems thinking that facilitates and extends the understanding of the world through relations and linkages. Moreover, the paper introduces the essence of systems thinking and the possibilities to achieve mental a shift toward systems thinking skills. At the same time, the link between systems thinking and functional literacy is presented. We adopted the “Bathtub Test” from the variety of systems thinking tests that allow people to assess the understanding of basic systemic concepts, in order to assess the level of systems thinking. University students (potential information managers were the examined subjects of the examination of systems thinking that was conducted over a longer time period and whose aim was to determine the status of systems thinking. . The paper demonstrates that some pedagogical concepts and activities, in our case the subject of System Dynamics that leads to the appropriate integration of systems thinking in education. There is some evidence that basic knowledge of system dynamics and systems thinking principles will affect students, and their thinking will contribute to an improved approach to solving problems of computer science both in theory and practice.

A Study of Interpersonal Communication Skills and its Associated Factors among Students of Kurdistan University of Medical Sciences, 2015

Directory of Open Access Journals (Sweden)

Boshra vahabi

2017-06-01

Full Text Available Background and Objective: Communication skills are behaviors that help the individual to properly express emotions and their needs and achieve the goals of interpersonal relations. The study was carried out to determine interpersonal communication skills and its associated factors among students of Kurdistan University of Medical Sciences. Materials and Methods: The study was a cross-sectional. The study population were students of Kurdistan University of Medical Sciences that 720 of them were selected and studied. A two-part questionnaire including demographic characteristics and 34questions about interpersonal communication skills was used. The data were analyzed using SPSS 20. Results: The mean score of the students' communication skills was 102.49±9.74. There was no statistically significant difference between the mean communication skills of the students and academic semester (p=0.62.The lowest (99.33±9.5 and the highest (104.25±10.18 mean score of communication skills were related to operating room and radiotherapy students. Conclusion: Capabilities of the Kurdistan University of Medical Sciences in the field of interpersonal communication skills is not good. Intervention studies to enhance communication skills are recommended.

Self-regulated learning and science achievement in a community college

Science.gov (United States)

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

Advancing Water Science through Data Visualization

Science.gov (United States)

Li, X.; Troy, T.

2014-12-01

As water scientists, we are increasingly handling larger and larger datasets with many variables, making it easy to lose ourselves in the details. Advanced data visualization will play an increasingly significant role in propelling the development of water science in research, economy, policy and education. It can enable analysis within research and further data scientists' understanding of behavior and processes and can potentially affect how the public, whom we often want to inform, understands our work. Unfortunately for water scientists, data visualization is approached in an ad hoc manner when a more formal methodology or understanding could potentially significantly improve both research within the academy and outreach to the public. Firstly to broaden and deepen scientific understanding, data visualization can allow for more analyzed targets to be processed simultaneously and can represent the variables effectively, finding patterns, trends and relationships; thus it can even explores the new research direction or branch of water science. Depending on visualization, we can detect and separate the pivotal and trivial influential factors more clearly to assume and abstract the original complex target system. Providing direct visual perception of the differences between observation data and prediction results of models, data visualization allows researchers to quickly examine the quality of models in water science. Secondly data visualization can also improve public awareness and perhaps influence behavior. Offering decision makers clearer perspectives of potential profits of water, data visualization can amplify the economic value of water science and also increase relevant employment rates. Providing policymakers compelling visuals of the role of water for social and natural systems, data visualization can advance the water management and legislation of water conservation. By building the publics' own data visualization through apps and games about water

Skill Development in Science and Technology Education for Sustainable Development in Nigeria

Science.gov (United States)

Modebelu, M. N.; Ugwuanyi, S. A.

2014-01-01

This paper reviews skill development in science and technology education, which is of crucial importance for sustainable development in Nigeria. The relevant concepts are introduced and robust argumentation is made with respect to the context of Nigeria.

[Use of physical assessment skills and education needs of advanced practice nurses and nurse specialists].

Science.gov (United States)

Shin, Hyunsook; Kim, Bog-Ja; Kang, Hee Sun

2009-10-01

The study was done to investigate physical assessment skills used by, and educational needs of, advanced practice nurses (APNs) and nurse specialists in Korea. A total of 123 APNs and nurse specialists working in five major hospitals in Seoul were surveyed from July 15 to August 20, 2007. Fourteen skills out of 126 items were reported as being performed on a regular basis by participants. The majority of these skills involved general observation. Forty-six skills were rarely used. Some participants showed a lack of confidence in certain assessment skills, such as in doing a rectal or pelvic exam, and the use of some assessment equipment. Over 90% of participants required in-depth education on health assessment provided by specialists or nursing professional organizations. More educational opportunities in physical assessment should be provided including education programs based on the nurses' skill levels and needs. This effort will help to increase confidence of APNs and nurse specialists in physical assessment skills, ultimately resulting in better nursing outcomes.

Chemistry teachers’ understanding of science process skills in relation of science process skills assessment in chemistry learning

Science.gov (United States)

Hikmah, N.; Yamtinah, S.; Ashadi; Indriyanti, N. Y.

2018-05-01

A Science process skill (SPS) is a fundamental scientific method to achieve good knowledge. SPS can be categorized into two levels: basic and integrated. Learning SPS helps children to grow as individuals who can access knowledge and know how to acquire it. The primary outcomes of the scientific process in learning are the application of scientific processes, scientific reasoning, accurate knowledge, problem-solving, and understanding of the relationship between science, technology, society, and everyday life’s events. Teachers’ understanding of SPS is central to the application of SPS in a learning process. Following this point, this study aims to investigate the high school chemistry teachers’ understanding of SPS pertains to their assessment of SPS in chemistry learning. The understanding of SPS is measured from the conceptual and operational aspects of SPS. This research uses qualitative analysis method, and the sample consists of eight chemistry teachers selected by random sampling. A semi-structured interview procedure is used to collect the data. The result of the analysis shows that teachers’ conceptual and operational understanding of SPS is weak. It affects the accuracy and appropriateness of the teacher’s selection of SPS assessment in chemistry learning.

Advances in Cross-Cutting Ideas for Computational Climate Science

Energy Technology Data Exchange (ETDEWEB)

Ng, Esmond [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Evans, Katherine J. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Caldwell, Peter [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Hoffman, Forrest M. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Jackson, Charles [Univ. of Texas, Austin, TX (United States); Kerstin, Van Dam [Brookhaven National Lab. (BNL), Upton, NY (United States); Leung, Ruby [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Martin, Daniel F. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Ostrouchov, George [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Tuminaro, Raymond [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Ullrich, Paul [Univ. of California, Davis, CA (United States); Wild, S. [Argonne National Lab. (ANL), Argonne, IL (United States); Williams, Samuel [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

2017-01-01

This report presents results from the DOE-sponsored workshop titled, ``Advancing X-Cutting Ideas for Computational Climate Science Workshop,'' known as AXICCS, held on September 12--13, 2016 in Rockville, MD. The workshop brought together experts in climate science, computational climate science, computer science, and mathematics to discuss interesting but unsolved science questions regarding climate modeling and simulation, promoted collaboration among the diverse scientists in attendance, and brainstormed about possible tools and capabilities that could be developed to help address them. Emerged from discussions at the workshop were several research opportunities that the group felt could advance climate science significantly. These include (1) process-resolving models to provide insight into important processes and features of interest and inform the development of advanced physical parameterizations, (2) a community effort to develop and provide integrated model credibility, (3) including, organizing, and managing increasingly connected model components that increase model fidelity yet complexity, and (4) treating Earth system models as one interconnected organism without numerical or data based boundaries that limit interactions. The group also identified several cross-cutting advances in mathematics, computer science, and computational science that would be needed to enable one or more of these big ideas. It is critical to address the need for organized, verified, and optimized software, which enables the models to grow and continue to provide solutions in which the community can have confidence. Effectively utilizing the newest computer hardware enables simulation efficiency and the ability to handle output from increasingly complex and detailed models. This will be accomplished through hierarchical multiscale algorithms in tandem with new strategies for data handling, analysis, and storage. These big ideas and cross-cutting technologies for

Advances in Cross-Cutting Ideas for Computational Climate Science

Energy Technology Data Exchange (ETDEWEB)

Ng, E.; Evans, K.; Caldwell, P.; Hoffman, F.; Jackson, C.; Van Dam, K.; Leung, R.; Martin, D.; Ostrouchov, G.; Tuminaro, R.; Ullrich, P.; Wild, S.; Williams, S.

2017-01-01

This report presents results from the DOE-sponsored workshop titled, Advancing X-Cutting Ideas for Computational Climate Science Workshop,'' known as AXICCS, held on September 12--13, 2016 in Rockville, MD. The workshop brought together experts in climate science, computational climate science, computer science, and mathematics to discuss interesting but unsolved science questions regarding climate modeling and simulation, promoted collaboration among the diverse scientists in attendance, and brainstormed about possible tools and capabilities that could be developed to help address them. Emerged from discussions at the workshop were several research opportunities that the group felt could advance climate science significantly. These include (1) process-resolving models to provide insight into important processes and features of interest and inform the development of advanced physical parameterizations, (2) a community effort to develop and provide integrated model credibility, (3) including, organizing, and managing increasingly connected model components that increase model fidelity yet complexity, and (4) treating Earth system models as one interconnected organism without numerical or data based boundaries that limit interactions. The group also identified several cross-cutting advances in mathematics, computer science, and computational science that would be needed to enable one or more of these big ideas. It is critical to address the need for organized, verified, and optimized software, which enables the models to grow and continue to provide solutions in which the community can have confidence. Effectively utilizing the newest computer hardware enables simulation efficiency and the ability to handle output from increasingly complex and detailed models. This will be accomplished through hierarchical multiscale algorithms in tandem with new strategies for data handling, analysis, and storage. These big ideas and cross-cutting technologies for enabling

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

Science.gov (United States)

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

2010-01-01

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

Aims of advanced photon science research

International Nuclear Information System (INIS)

Kimura, Toyoaki

2004-01-01

The Advanced Photon Research Center (APRC) of Japan Atomic Energy Research Institute is pursing the research and development of advanced photon sources such as a compact, ultra-short, high intensity laser, x-ray laser, and a superconducting linac-based free electron laser (FEL) and their applications. These compact and high-intensity lasers have various capabilities of producing radiations with distinguishing characteristics of ultra-short pulse, high coherence, etc. Hence, they can provide novel means of research in the field of nuclear energy applications and industrial and medical technologies. It is important for us to promote these researches on these high-intensity laser applications comprehensively and effectively under the collaborations with nationwide universities and industry. From this point of view it is expected that the APRC plays a role as a COE for these researches. Through these research activities for development of high-intensity lasers and their applications, we will develop ''photon science and technology'' as a leading key technology in the 21st century and contribute the development of science and technology including nuclear energy technology and production of new industries. (author)

Training Students’ Science Process Skills through Didactic Design on Work and Energy

Science.gov (United States)

Ramayanti, S.; Utari, S.; Saepuzaman, D.

2017-09-01

Science Process Skills (SPS) has not been optimally trained to the students in the learning activity. The aim of this research is finding the ways to train SPS on the subject of Work and Energy. One shot case study design is utilized in this research that conducted on 32 students in one of the High Schools in Bandung. The students’ SPS responses were analyzed by the development SPS based assessment portfolios. The results of this research showed the didactic design that had been designed to training the identifying variables skills, formulating hypotheses, and the experiment activity shows the development. But the didactic design to improve the students’ predicting skills shows that the development is still not optimal. Therefore, in the future studies need to be developed the didactic design on the subject Work and Energy that exercising these skills.

Advancing prion science: guidance for the National Prion Research Program

National Research Council Canada - National Science Library

Erdtmann, Rick; Sivitz, Laura

2004-01-01

In Advancing Prion Science , the Institute of Medicine’s Committee on Transmissible Spongiform Encephalopathies Assessment of Relevant Science recommends priorities for research and investment to the Department of Defenseâ...

Teachers' Views about Science and Technology Lesson Effects on the Development of Students' Entrepreneurship Skills

Science.gov (United States)

Bacanak, Ahmet

2013-01-01

The purpose of this study was to determine the views of science and technology teachers about the effects of 6th, 7th and 8th grade science and technology courses on students' entrepreneurship skills. In the study, phenomenographic method was used and data were collected through a semi-structured interview method with 8 questions. 5 science and…

Embedded Assessment as an Essential Method for Understanding Public Engagement in Citizen Science

Directory of Open Access Journals (Sweden)

Rachel Becker-Klein

2016-05-01

Full Text Available Citizen science is an important way of engaging a broad range of audiences in science inquiry by participating in research that asks novel questions and unearths new knowledge and new questioning. Though citizen science projects are quite diverse in their scientific pursuits, all projects share the common element of involving volunteers directly in some aspect of science inquiry. Thus, it is essential for citizen science projects to determine their participants’ capacity to learn and successfully perform science inquiry skills, such as making scientific observations, collecting and analyzing data, and sharing findings. Such skill gains are essential to (a ensure high quality data that can be used in meaningful scientific research, and (b achieve broader goals such as developing a participant’s identity as a contributor to science. However, we do not yet fully understand how improvement in participants’ inquiry skills through citizen science advances our knowledge of public engagement with science. In this essay, we offer embedded assessment as an effective method to capture participant skill gains, and encourage citizen science leaders, evaluators, and researchers to develop authentic methods that address the complexities of measuring skill development within the context of citizen science.

FINANCING OF SCIENCE ADVANCEMENT IN UKRAINE: EXISTENT PROBLEMS AND PROSPECTS OF THEIR SOLUTIONFINANCING OF SCIENCE ADVANCEMENT IN UKRAINE: EXISTENT PROBLEMS AND PROSPECTS OF THEIR SOLUTION

Directory of Open Access Journals (Sweden)

Tetiana Bogolib

2016-11-01

Full Text Available Science plays an important role of development of national economies of developed countries. Postindustrial society, society of knowledge is a society where scientific discoveries, scientific research results ensure economic growth, economic stability, economic exuberance. In such a society not goods, not movable and real property and not natural resources, including power, put together the main society wealth, but scientific discoveries, new knowledge. Countries, which gain primary income from scientific discoveries and high technologies, are prosperous in the modern world. The purpose of study. A solution of science problems in the modern world should become an important direction of a state’s attention to providing national security. Weakening of academic and technological as well as technological potential of the country, research reduction, mass closure of research institutes and centres, several-ford reduction in the volume of funding of science, outflow of specialists and intellectual property abroad for the last three years menace Ukraine with a loss of advanced positions in the world, degradation of knowledge-intensive industries, strengthening of external technological dependence and undermining of its defensive capacity. Such a situation predetermined the topic of our research, its main purpose – identification of problems of science financing and determination of ways to solve them. Research methods. When writing the article, a set of methods and approaches was used that allowed realizing a conceptual unity of the research. Dialectical, system, structural methods are used for the analysis of financing of the science advancement in Ukraine, existent problems of the science financing are generalized with the help of comparative and factorial methods; ways for improving financing of the science advancement are determined by using methods of scientific abstraction, synthesis, functional analysis. The results of the study. In Ukraine

The Science Advancement through Group Engagement Program: Leveling the Playing Field and Increasing Retention in Science

Science.gov (United States)

Hall, Donna M.; Curtin-Soydan, Amanda J.; Canelas, Dorian A.

2014-01-01

How can colleges and universities keep an open gateway to the science disciplines for the least experienced first-year science students while also maintaining high standards that challenge the students with the strongest possible high school backgrounds? The Science Advancement through Group Engagement (SAGE) project targets cohorts of less…

Improving Science Pedagogic Quality in Elementary School Using Process Skill Approach Can Motivate Student to Be Active in Learning

Science.gov (United States)

Sukiniarti

2016-01-01

On global era todays, as the professional teacher should be improving their pedagogic competency, including to improve their science pedagogy quality. This study is aimed to identify: (1) Process skill approach which has been used by Elementary School Teacher in science learning; (2) Teacher's opinion that process skill can motivate the student to…

A Hybrid Model of Mathematics Support for Science Students Emphasizing Basic Skills and Discipline Relevance

Science.gov (United States)

Jackson, Deborah C.; Johnson, Elizabeth D.

2013-01-01

The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support…

The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

OpenAIRE

Hilman .

2015-01-01

Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on...

Ostomy Home Skills Program

Medline Plus

Full Text Available ... Surgeon Specific Registry Trauma Education Trauma Education Trauma Education Advanced Surgical Skills for Exposure in Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and Emergency ...

Ostomy Home Skills Program

Medline Plus

Full Text Available ... Education Trauma Education Achieving Zero Preventable Deaths Trauma Systems Conference Advanced Surgical Skills for Exposure in Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and ...

Advancing the Science of Community-Level Interventions

Science.gov (United States)

Beehler, Sarah; Deutsch, Charles; Green, Lawrence W.; Hawe, Penelope; McLeroy, Kenneth; Miller, Robin Lin; Rapkin, Bruce D.; Schensul, Jean J.; Schulz, Amy J.; Trimble, Joseph E.

2011-01-01

Community interventions are complex social processes that need to move beyond single interventions and outcomes at individual levels of short-term change. A scientific paradigm is emerging that supports collaborative, multilevel, culturally situated community interventions aimed at creating sustainable community-level impact. This paradigm is rooted in a deep history of ecological and collaborative thinking across public health, psychology, anthropology, and other fields of social science. The new paradigm makes a number of primary assertions that affect conceptualization of health issues, intervention design, and intervention evaluation. To elaborate the paradigm and advance the science of community intervention, we offer suggestions for promoting a scientific agenda, developing collaborations among professionals and communities, and examining the culture of science. PMID:21680923

A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

Science.gov (United States)

Blain, Mary Perron

Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

Ostomy Home Skills Program

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Full Text Available ... Mentoring for Excellence in Trauma Surgery Advanced Trauma Life Support Verification, Review, and Consultation Program for Hospitals ... Surgical Skills for Exposure in Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills ...

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Science.gov (United States)

Heerwegh, Dirk; De Wit, Kurt; Verhoeven, Jef C.

2016-01-01

Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT) skills; however, it has been shown that not all students are equally proficient in this regard. Starting from…

THE EFFECTIVENESS OF E-LAB TO IMPROVE GENERIC SCIENCE SKILLS AND UNDERSTANDING THE CONCEPT OF PHYSICS

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J. Siswanto

2016-01-01

Full Text Available The aimed of this sudy are: (1 investigate the effectiveness of E-Lab to improve generic science skills and understanding the concepts oh physics; and (2 investigate the effect of generic science skills towards understanding the concept of students after learning by using the E-Lab. The method used in this study is a pre-experimental design with one group pretest-posttest. Subjects were students of Physics Education in University PGRI Semarang with methode random sampling. The results showed that: (1 learning to use E-Lab effective to increase generic science skills of students; and (2 Generic science skills give positive effect on student conceptual understanding on the material of the photoelectric effect, compton effect, and electron diffraction. Tujuan penelitian ini yaitu: (1 menyelidiki efektifitas E-Lab untuk meningkatkan keterampilan generik sains dan pemahaman konsep mahasiswa; dan (2  menyelidiki pengaruh keterampilan generik sains terhadap pemahaman konsep mahasiswa setelah dilakukan pembelajaran dengan menggunakan E-Lab. Metode penelitian yang digunakan dalam penelitian ini adalah pre-experimental dengan desain one group pretest-posttest. Subjek penelitian adalah mahasiswa Program Studi Pendidikan  Fisika  Universitas PGRI Semarang, dengan metode pengambilan sampel penelitian secara random. Hasil penelitian menunjukkan bahwa bahwa: (1 pembelajaran menggunakan E-Lab efektif untuk meningkatkan keterampilan generik sains mahasiswa; dan  (2 Keterampilan generik sains berpengaruh positif terhadap pemahaman konsep mahasiswa pada materi efek fotolistrik, efek compton, dan difraksi elektron. 

Advanced Information Technology Investments at the NASA Earth Science Technology Office

Science.gov (United States)

Clune, T.; Seablom, M. S.; Moe, K.

2012-12-01

The NASA Earth Science Technology Office (ESTO) regularly makes investments for nurturing advanced concepts in information technology to enable rapid, low-cost acquisition, processing and visualization of Earth science data in support of future NASA missions and climate change research. In 2012, the National Research Council published a mid-term assessment of the 2007 decadal survey for future spacemissions supporting Earth science and applications [1]. The report stated, "Earth sciences have advanced significantly because of existing observational capabilities and the fruit of past investments, along with advances in data and information systems, computer science, and enabling technologies." The report found that NASA had responded favorably and aggressively to the decadal survey and noted the role of the recent ESTO solicitation for information systems technologies that partnered with the NASA Applied Sciences Program to support the transition into operations. NASA's future missions are key stakeholders for the ESTO technology investments. Also driving these investments is the need for the Agency to properly address questions regarding the prediction, adaptation, and eventual mitigation of climate change. The Earth Science Division has championed interdisciplinary research, recognizing that the Earth must be studied as a complete system in order toaddress key science questions [2]. Information technology investments in the low-mid technology readiness level (TRL) range play a key role in meeting these challenges. ESTO's Advanced Information Systems Technology (AIST) program invests in higher risk / higher reward technologies that solve the most challenging problems of the information processing chain. This includes the space segment, where the information pipeline begins, to the end user, where knowledge is ultimatelyadvanced. The objectives of the program are to reduce the risk, cost, size, and development time of Earth Science space-based and ground

Using Computer-Assisted Argumentation Mapping to develop effective argumentation skills in high school advanced placement physics

Science.gov (United States)

Heglund, Brian

Educators recognize the importance of reasoning ability for development of critical thinking skills, conceptual change, metacognition, and participation in 21st century society. There is a recognized need for students to improve their skills of argumentation, however, argumentation is not explicitly taught outside logic and philosophy---subjects that are not part of the K-12 curriculum. One potential way of supporting the development of argumentation skills in the K-12 context is through incorporating Computer-Assisted Argument Mapping to evaluate arguments. This quasi-experimental study tested the effects of such argument mapping software and was informed by the following two research questions: 1. To what extent does the collaborative use of Computer-Assisted Argumentation Mapping to evaluate competing theories influence the critical thinking skill of argument evaluation, metacognitive awareness, and conceptual knowledge acquisition in high school Advanced Placement physics, compared to the more traditional method of text tables that does not employ Computer-Assisted Argumentation Mapping? 2. What are the student perceptions of the pros and cons of argument evaluation in the high school Advanced Placement physics environment? This study examined changes in critical thinking skills, including argumentation evaluation skills, as well as metacognitive awareness and conceptual knowledge, in two groups: a treatment group using Computer-Assisted Argumentation Mapping to evaluate physics arguments, and a comparison group using text tables to evaluate physics arguments. Quantitative and qualitative methods for collecting and analyzing data were used to answer the research questions. Quantitative data indicated no significant difference between the experimental groups, and qualitative data suggested students perceived pros and cons of argument evaluation in the high school Advanced Placement physics environment, such as self-reported sense of improvement in argument

NT10: recent advances in carbon nanotube science and applications.

Science.gov (United States)

Dresselhaus, Mildred S

2010-08-24

A review of recent advances in carbon nanotube science and applications is presented in terms of what was learned at the NT10 11th International Conference on the Science and Application of Nanotubes held in Montreal, Canada, June 29-July 2, 2010.

Ostomy Home Skills Program

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Full Text Available ... Surgical Skills for Exposure in Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and Emergency ...

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

Directory of Open Access Journals (Sweden)

Saksit Seeluangpetch

2016-12-01

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

Effects of the Problem-Posing Approach on Students' Problem Solving Skills and Metacognitive Awareness in Science Education

Science.gov (United States)

Akben, Nimet

2018-05-01

The interrelationship between mathematics and science education has frequently been emphasized, and common goals and approaches have often been adopted between disciplines. Improving students' problem-solving skills in mathematics and science education has always been given special attention; however, the problem-posing approach which plays a key role in mathematics education has not been commonly utilized in science education. As a result, the purpose of this study was to better determine the effects of the problem-posing approach on students' problem-solving skills and metacognitive awareness in science education. This was a quasi-experimental based study conducted with 61 chemistry and 40 physics students; a problem-solving inventory and a metacognitive awareness inventory were administered to participants both as a pre-test and a post-test. During the 2017-2018 academic year, problem-solving activities based on the problem-posing approach were performed with the participating students during their senior year in various university chemistry and physics departments throughout the Republic of Turkey. The study results suggested that structured, semi-structured, and free problem-posing activities improve students' problem-solving skills and metacognitive awareness. These findings indicated not only the usefulness of integrating problem-posing activities into science education programs but also the need for further research into this question.

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

Science.gov (United States)

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.

Attitude, Knowledge and Skill of Medical Students Toward E-Learning Kerman University Of Medical Sciences

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Okhovati M

2015-04-01

Full Text Available  Aims: According to the development of e-learning and its high efficiency on the development of Iran’s universities, level of knowledge and the attitude of the students to this modern method of education and indeed students’ skills in using it needed to be assessed to improve the quality and quantity of universities’ education. This study aimed to determine the attitude, knowledge and skill of medical students toward e-learning at Kerman University of Medical Sciences.  Instrument & Methods: In this descriptive cross-sectional study that was performed in 2013, 196 students of Kerman University of Medical Sciences were selected using proportional stratified sampling method. The research instrument was a valid and reliable questionnaire. Data were analyzed using Pearson correlation coefficient, ANOVA and independent T tests by SPSS 19 software.  Findings: The level of knowledge and skill of the students toward e-learning was “moderate” and their attitude was “high”. There were significant relationships between knowledge and skill (p=0.001 r=0.82 and also knowledge and attitude (p=0.001 r=0.37 but there was no significant relationship between skill and attitude (p=0.35 r=0.82. The scores of knowledge and skill were significantly different according to sex, but attitude had no significant difference with sex.  Conclusion: Kerman University of Medical Sciences’ students have a positive attitude to e-learning but according to their moderate knowledge and skills, performing this method of learning is not welcomed in this university.

Delta's Key to the TOEFL iBT[R]: Advanced Skill Practice. Revised Edition

Science.gov (United States)

Gallagher, Nancy

2012-01-01

Delta's Key to the TOEFL iBT: Advanced Skill Practice is a revised and updated edition of Delta's Key to the Next Generation TOEFL Test. Since the introduction of the TOEFL iBT in 2005, there have been significant changes to some of the test questions, particularly the integrated writing and integrated speaking tasks. The new 2011 edition of…

Advances in Meteoroid and Meteor Science

CERN Document Server

Trigo-Rodríguez, J. M; Llorca, J; Janches, D

2008-01-01

This volume is a compilation of articles that summarize the most recent results in meteor, meteoroid and related fields presented at the Meteoroids 2007 conference held at the impressive CosmoCaixa Science Museum in Barcelona, Spain. The conference took place between the 11th and the 15th of June and was organized by the Institute of Space Sciences (Consejo Superior de Investigaciones Científicas, CSIC) and the Institut d'Estudis Espacials de Catalunya (IEEC). Researchers in meteor science and supporting fields representing more than 20 countries participated at this international conference. The papers contained in this volume underwent the rigorous refereeing process, and they are good examples of the continuous progress being made in this research field. Technological advances in meteor and metoroid detection, the ever-increasing sophistication of computer modeling, and the proliferation of autonomous monitoring stations continue to create new niches for exciting research on meteoroids and their parent bo...

The Role of Science and Technology in the Advancement of Women Worldwide

Energy Technology Data Exchange (ETDEWEB)

Hays, I.; Farhar, B.

2000-10-12

Participants at the 1995 Fourth World Conference on Women, held in Beijing, China, created a Platform for Action focusing on 12 critical areas of concern (poverty, education and training, health, violence, armed conflict, economy, decision-making, institutional mechanisms, human rights, the media, environment, and the girl child) and the serious barriers to women's health and well-being in each area. Subsequently, the Department of Energy funded a study, described here, that shows, in a literature review and in interviews with 15 women experts, how science and technology can be integral to women's advancement in each of the 12 critical areas. Among the study's conclusions are that differing perspectives exist (pro-science, relativist, and skeptical) on the role of science and technology in women's lives and that these differing perspectives may explain why communication is difficult among policy makers and with scientists about the role science and technology may play in the advancem ent of women worldwide. Recommendations call for women's involvement in the ethics of science; removal of institutional barriers to advancing women; greater accountability in use of resources; changes in science education; and increased dialogue among those with differing perspectives on the role of science and technology in the advancement of women.

Scientific Discovery through Advanced Computing in Plasma Science

Science.gov (United States)

Tang, William

2005-03-01

Advanced computing is generally recognized to be an increasingly vital tool for accelerating progress in scientific research during the 21st Century. For example, the Department of Energy's ``Scientific Discovery through Advanced Computing'' (SciDAC) Program was motivated in large measure by the fact that formidable scientific challenges in its research portfolio could best be addressed by utilizing the combination of the rapid advances in super-computing technology together with the emergence of effective new algorithms and computational methodologies. The imperative is to translate such progress into corresponding increases in the performance of the scientific codes used to model complex physical systems such as those encountered in high temperature plasma research. If properly validated against experimental measurements and analytic benchmarks, these codes can provide reliable predictive capability for the behavior of a broad range of complex natural and engineered systems. This talk reviews recent progress and future directions for advanced simulations with some illustrative examples taken from the plasma science applications area. Significant recent progress has been made in both particle and fluid simulations of fine-scale turbulence and large-scale dynamics, giving increasingly good agreement between experimental observations and computational modeling. This was made possible by the combination of access to powerful new computational resources together with innovative advances in analytic and computational methods for developing reduced descriptions of physics phenomena spanning a huge range in time and space scales. In particular, the plasma science community has made excellent progress in developing advanced codes for which computer run-time and problem size scale well with the number of processors on massively parallel machines (MPP's). A good example is the effective usage of the full power of multi-teraflop (multi-trillion floating point computations

The relationship between study skill and academic achievement in dental students of Tehran University of Medical Sciences

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Shirazian Shiva

2015-12-01

Full Text Available Background and Aims: The purpose of the present study was to investigate the relationship between study skills and academic performance of dental students in Tehran University of Medical Sciences. Materials and Methods: 195 dental students at dental faculty of Tehran University of Medical Sciences in 2013 participated in this descriptive-analytical study. Data were collected using Congos´ Study Skills Inventory including six subscales. Grade Point Average (GPA indicated their academic performance. Data were analyzed using ANOVA and Tukey test. Results: The mean score of students’ study skills were 108 out of 200 with standard deviation of 22.06±0.7. Note taking had a significant correlation with GPA (P=0.015. Conclusion: Since no significant correlation between study skills and academic performance of the students was observed, it seems that there are other dynamics involved in their academic performance which have to be examined.

The Effectiveness of CBL Model to Improve Analytical Thinking Skills the Students of Sport Science

Science.gov (United States)

Sudibyo, Elok; Jatmiko, Budi; Widodo, Wahono

2016-01-01

Sport science undergraduate education, one of which purposes is to produce an analyst in sport. However, generally analytical thinking skills of sport science's students is still relatively very low in the context of sport. This study aimed to describe the effectiveness of Physics Learning Model in Sport Context, Context Based Learning (CBL)…

The effects of performance-based assessment criteria on student performance and self-assessment skills

NARCIS (Netherlands)

Fastré, Greet; Van der Klink, Marcel; Van Merriënboer, Jeroen

2010-01-01

Fastré, G. M. J., Van der Klink, M. R., & Van Merriënboer, J. J. G. (2010). The effects of performance-based assessment criteria on student performance and self-assessment skills. Advances in Health Science Education, 15(4), 517-532.

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

Science.gov (United States)

Birney, Lauren; McNamara, Denise

2018-01-01

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

Advanced Technological Education (ATE) Program: Building a Pipeline of Skilled Workers. Policy Brief

Science.gov (United States)

American Youth Policy Forum, 2010

2010-01-01

In the Fall of 2008, the American Youth Policy Forum hosted a series of three Capitol Hill forums showcasing the Advanced Technological Education (ATE) program supported by the National Science Foundation (NSF). The goal of these forums was to educate national policymakers about the importance of: (1) improving the science and math competencies of…

Advancing Pre-college Science and Mathematics Education

Energy Technology Data Exchange (ETDEWEB)

Lee, Rick [General Atomics, San Diego, CA (United States)

2015-05-06

With support from the US Department of Energy, Office of Science, Fusion Energy Sciences, and General Atomics, an educational and outreach program primarily for grades G6-G13 was developed using the basic science of plasma and fusion as the content foundation. The program period was 1994 - 2015 and provided many students and teachers unique experiences such as a visit to the DIII-D National Fusion Facility to tour the nation’s premiere tokamak facility or to interact with interesting and informative demonstration equipment and have the opportunity to increase their understanding of a wide range of scientific content, including states of matter, the electromagnetic spectrum, radiation & radioactivity, and much more. Engaging activities were developed for classroom-size audiences, many made by teachers in Build-it Day workshops. Scientist and engineer team members visited classrooms, participated in science expositions, held workshops, produced informational handouts in paper, video, online, and gaming-CD format. Participants could interact with team members from different institutions and countries and gain a wider view of the world of science and engineering educational and career possibilities. In addition, multiple science stage shows were presented to audiences of up to 700 persons in a formal theatre setting over a several day period at Science & Technology Education Partnership (STEP) Conferences. Annually repeated participation by team members in various classroom and public venue events allowed for the development of excellent interactive skills when working with students, teachers, and educational administrative staff members. We believe this program has had a positive impact in science understanding and the role of the Department of Energy in fusion research on thousands of students, teachers, and members of the general public through various interactive venues.

The potential improvement of team-working skills in Biomedical and Natural Science students using a problem-based learning approach

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Forough L. Nowrouzian

2013-08-01

Full Text Available Teamwork has become an integral part of most organisations today, and it is clearly important in Science and other disciplines. In Science, research teams increase in size while the number of single-authored papers and patents decline. Team-work in laboratory sciences permits projects that are too big or complex for one individual to be tackled. This development requires that students gain experience of team-work before they start their professional career. Students working in teams this may increase productivity, confidence, innovative capacity and improvement of interpersonal skills. Problem-based learning (PBL is an instructional approach focusing on real analytical problems as a means of training an analytical scientist. PBL may have a positive impact on team-work skills that are important for undergraduates and postgraduates to enable effective collaborative work. This survey of the current literature explores the development of the team-work skills in Biomedical Science students using PBL.

"The first step is admitting you have a problem…": the process of advancing science communication in Landscape Conservation Cooperatives in Alaska

Science.gov (United States)

Buxbaum, T. M.; Trainor, S.; Warner, N.; Timm, K.

2015-12-01

Climate change is impacting ecological systems, coastal processes, and environmental disturbance regimes in Alaska, leading to a pressing need to communicate reliable scientific information about climate change, its impacts, and future projections for land and resource management and decision-making. However, little research has been done to dissect and analyze the process of making the results of scientific inquiry directly relevant and usable in resource management. Based within the Science Application division of the US Fish and Wildlife Service, Landscape Conservation Cooperatives (LCCs) are regional conservation science partnerships that provide scientific and technical expertise needed to support conservation planning at landscape scales and promote collaboration in defining shared conservation goals. The five LCCs with jurisdiction in Alaska recently held a training workshop with the goals of advancing staff understanding and skills related to science communication and translation. We report here preliminary results from analysis of workshop discussions and pre- and post- workshop interviews and surveys revealing expectations, assumptions, and mental models regarding science communication and the process of conducting use-inspired science. Generalizable conclusions can assist scientists and boundary organizations bridge knowledge gaps between science and resource management.

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

Science.gov (United States)

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.

Animal Science Experts' Opinions on the Non-Technical Skills Secondary Agricultural Education Graduates Need for Employment in the Animal Science Industry: A Delphi Study

Science.gov (United States)

Slusher, Wendy L.; Robinson, J. Shane; Edwards, M. Craig

2010-01-01

Non-technical, employability skills are in high demand for entry-level job-seekers. As such, this study sought to describe the perceptions of Oklahoma's animal science industry leaders as it related to the employability skills needed for entry-level employment of high school graduates who had completed coursework in Oklahoma's Agricultural, Food…

Effects of Reading Skills on Students’ Performance in Science and Mathematics in Public and Private Secondary Schools

Directory of Open Access Journals (Sweden)

Ombra A. Imam

2016-05-01

Full Text Available In the Philippine education system, reading, mathematics, and science formed part of the core areas of basic education curriculum. For the last decade, the quality of Philippine education was put into a big question due to poor performance of students in mathematics and science tests both local and abroad. The initial result of current efforts of the government by adopting K-12 curriculum didn’t do much to change the status quo. The purpose of this study is to determine the reading predictors of students’ performance in Mathematics and Science and identify its effects to such performance. A total of 660 freshmen students from public and private high schools in Cotabato City, Philippines were taken as sample. A validated and reliable 150-item test in reading comprehension skills, mathematics and science was used to get primary data to perform correlation and regression analysis. Findings showed that only making inference and getting main idea were predictors of mathematics performance of students in public school and private schools, respectively.  Data analysis also revealed that two reading skills such as noting details and making inference had an influence on science performance of students in public school while skills in getting main idea and drawing conclusion influenced science performance of students in private schools.  However, there was only one skill such as vocabulary in context which was predictor of overall science performance of all students. Moreover, separate effects of making inference, identifying main idea explained only 1.8 percent and 1.3 percent of students’ math performance while their combined effects provided only .1 percent or nearly zero percent. Furthermore, the study found out that separate effects of noting details contributed 3.3 percent and its combined effects with making inference explained 4.2 percent of science performance of students in public schools. In terms of effects of reading to science

IVth Azores International Advanced School in Space Sciences

CERN Document Server

Santos, Nuno; Monteiro, Mário

2018-01-01

This book presents the proceedings of the IVth Azores International Advanced School in Space Sciences entitled "Asteroseismology and Exoplanets: Listening to the Stars and Searching for New Worlds". The school addressed the topics at the forefront of scientific research being conducted in the fields of asteroseismology and exoplanetary science, two fields of modern astrophysics that share many synergies and resources. These proceedings comprise the contributions from 18 invited lecturers, including both monographic presentations and a number of hands-on tutorials.

The Inclusion of Science Process Skills in Multiple Choice Questions: Are We Getting Any Better?

Science.gov (United States)

Elmas, Ridvan; Bodner, George M.; Aydogdu, Bulent; Saban, Yakup

2018-01-01

The goal of this study was to analyze the science and technology questions with respect to science process skills (SPS) included in the "Transition from Primary to Secondary Education" (TEOG) examination developed for use with 8th-grade students in Turkey. The 12 TEOG exams administered in the course of three academic years from 2014…

CosmoQuest: Building a Community of Skilled Citizen Science Contributors

Science.gov (United States)

Gay, P.; Lehan, C.; Bracey, G.; Durrell, P.; Komatsu, T.; Yamani, A.; Francis, M. R.

2016-12-01

The CosmoQuest Virtual Research Facility invites the public to participate in NASA Science Mission Directorate related research that leads to publishable results and data catalogues. CosmoQuest projects range in difficulty from simple crater and transient marking tasks to more complicated mapping tasks. To successfully engage contributors in creating usable results, training and validation are required. This is accomplished through activities that are designed to mirror the experiences students would have in a university, and include mentoring by team scientists, feedback on contributor efforts, seminars to learn about new science, and even formal classes to provide needed background. Recruitment is accomplished using new and social media, and planetarium and Science on the Sphere™ trailers and shows, and community is built through online and real-world collaboration spaces and events. In this presentation, we detail CosmoQuest's four-pronged approach of media recruitment, science education, citizen science, and community collaboration. We also discuss how it is leveraged to create a skilled collaboration of citizen scientists. Training and data validation activities will be be emphasized, with examples of both what can go right and lessons learned from when things go wrong. We conclude with strategies on how to utilize best practices in user interface design to create virtual experiences that allow major citizen science efforts to be scalable to large audiences.

Advances and synergy of high pressure sciences at synchrotron sources

International Nuclear Information System (INIS)

Liu, H.; Ehm, L.; Duffy, T.; Crichton, W.; Aoki, K.

2009-01-01

Introductory overview to the special issue papers on high-pressure sciences and synchrotron radiation. High-pressure research in geosciences, materials science and condensed matter physics at synchrotron sources is experiencing growth and development through synergistic efforts around the world. A series of high-pressure science workshops were organized in 2008 to highlight these developments. One of these workshops, on 'Advances in high-pressure science using synchrotron X-rays', was held at the National Synchrotron Light Source (NSLS), Brookhaven National Laboratory, USA, on 4 October 2008. This workshop was organized in honour of Drs Jingzhu Hu and Quanzhong Guo in celebration of their retirement after up to 18 years of dedicated service to the high-pressure community as beamline scientists at X17 of NSLS. Following this celebration of the often unheralded role of the beamline scientist, a special issue of the Journal of Synchrotron Radiation on Advances and Synergy of High-Pressure Sciences at Synchrotron Sources was proposed, and we were pleased to invite contributions from colleagues who participated in the workshop as well as others who are making similar efforts at synchrotron sources worldwide.

Exploring a Century of Advancements in the Science of Learning

Science.gov (United States)

Murphy, P. Karen; Knight, Stephanie L.

2016-01-01

The past century has yielded a plethora of advancements in the science of learning, from expansions in the theoretical frames that undergird education research to cultural and contextual considerations in educational practice. The overarching purpose of this chapter is to explore and document the growth and development of the science of learning…

Hard skills or soft skills? Findings about importance of various skills in work

OpenAIRE

Niva, Anu

2016-01-01

Getting a job requires many things: hard skills, soft skills, the right attitude and motivation. To develop the degree programme in Business Information Systems in Oulu university of Applied Sciences (Oulu UAS), three surveys were conducted, to study importance of skills and knowledge in professional life: a graduate career survey in 2013, an employer survey in 2014, and a student survey in 2015. According to the results, readiness for change, learning skills and basic ICT skills seem to be t...

The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences

OpenAIRE

Safari, Yahya; Meskini, Habibeh

2015-01-01

Background: Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students? problem solving skills. Methods: The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. T...

Ostomy Home Skills Program

Medline Plus

Full Text Available ... Congress Educational Program Events and Special Activities Resources Housing and Travel Exhibitors Media Information Clinical Congress 2017 ... Surgical Skills for Exposure in Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills ...

Biomedical Science Undergraduate Major: A New Pathway to Advance Research and the Health Professions.

Science.gov (United States)

Gunn, John S; Ledford, Cynthia H; Mousetes, Steven J; Grever, Michael R

2018-01-01

Many students entering professional degree programs, particularly M.D., Ph.D., and M.D./Ph.D., are not well prepared regarding the breadth of scientific knowledge required, communication skills, research experience, reading and understanding the scientific literature, and significant shadowing (for M.D.-related professions). In addition, physician scientists are a needed and necessary part of the academic research environment but are dwindling in numbers. In response to predictions of critical shortages of clinician investigators and the lack of proper preparation as undergraduates for these professions, the Biomedical Science (BMS) undergraduate major was created at The Ohio State University to attract incoming college freshmen with interests in scientific research and the healthcare professions. The intent of this major was to graduate an elite cohort of highly talented individuals who would pursue careers in the healthcare professions, biomedical research, or both. Students were admitted to the BMS major through an application and interview process. Admitted cohorts were small, comprising 22 to 26 students, and received a high degree of individualized professional academic advising and mentoring. The curriculum included a minimum of 4 semesters (or 2 years) of supervised research experience designed to enable students to gain skills in clinical and basic science investigation. In addition to covering the prerequisites for medicine and advanced degrees in health professions, the integrated BMS coursework emphasized research literacy as well as skills related to work as a healthcare professional, with additional emphasis on independent learning, teamwork to solve complex problems, and both oral and written communication skills. Supported by Ohio State's Department of Internal Medicine, a unique clinical internship provided selected students with insights into potential careers as physician scientists. In this educational case report, we describe the BMS

Activities of the Research Institute for Advanced Computer Science

Science.gov (United States)

Oliger, Joseph

1994-01-01

The Research Institute for Advanced Computer Science (RIACS) was established by the Universities Space Research Association (USRA) at the NASA Ames Research Center (ARC) on June 6, 1983. RIACS is privately operated by USRA, a consortium of universities with research programs in the aerospace sciences, under contract with NASA. The primary mission of RIACS is to provide research and expertise in computer science and scientific computing to support the scientific missions of NASA ARC. The research carried out at RIACS must change its emphasis from year to year in response to NASA ARC's changing needs and technological opportunities. Research at RIACS is currently being done in the following areas: (1) parallel computing; (2) advanced methods for scientific computing; (3) high performance networks; and (4) learning systems. RIACS technical reports are usually preprints of manuscripts that have been submitted to research journals or conference proceedings. A list of these reports for the period January 1, 1994 through December 31, 1994 is in the Reports and Abstracts section of this report.

Innovations and Advances in Computer, Information, Systems Sciences, and Engineering

CERN Document Server

Sobh, Tarek

2013-01-01

Innovations and Advances in Computer, Information, Systems Sciences, and Engineering includes the proceedings of the International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering (CISSE 2011). The contents of this book are a set of rigorously reviewed, world-class manuscripts addressing and detailing state-of-the-art research projects in the areas of  Industrial Electronics, Technology and Automation, Telecommunications and Networking, Systems, Computing Sciences and Software Engineering, Engineering Education, Instructional Technology, Assessment, and E-learning.

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

Science.gov (United States)

Warren, Amy L; Donnon, Tyrone

2013-01-01

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

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

Science.gov (United States)

Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

Impact of Super Monkey Ball and Underground video games on basic and advanced laparoscopic skill training.

Science.gov (United States)

Rosser, James C; Liu, Xinwei; Jacobs, Charles; Choi, Katherine Mia; Jalink, Maarten B; Ten Cate Hoedemaker, Henk O

2017-04-01

This abstract profiles the comparison of correlations between previously validated Super Monkey Ball (SMB) and recently introduced Underground (U) video game on the Nintendo Wii U to multiple validated tasks used for developing basic and advanced laparoscopic skills. Sixty-eight participants, 53 residents and 15 attending surgeons, performed the Top Gun Pea Drop, FLS Peg Pass, intracorporeal suturing, and two video games (SMB and U). SMB is an over-the-counter game, and U was formulated for laparoscopic skill training. Spearman's rank correlations were performed looking at performance comparing the three validated laparoscopic training tasks, and SMB/U. The SMB score had a moderate correlation with intracorporeal suturing (ρ = 0.39, p skills. At this point, our conclusion would be that both are effective for laparoscopic skill training, and they should be used in tandem rather than alone.

Clinical Correlations as a Tool in Basic Science Medical Education

Directory of Open Access Journals (Sweden)

Brenda J. Klement

2016-01-01

Full Text Available Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1 Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2 Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3 Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4 Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5 Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills.

Are We Teaching Them Anything?: A Model for Measuring Methodology Skills in the Political Science Major

Science.gov (United States)

Siver, Christi; Greenfest, Seth W.; Haeg, G. Claire

2016-01-01

While the literature emphasizes the importance of teaching political science students methods skills, there currently exists little guidance for how to assess student learning over the course of their time in the major. To address this gap, we develop a model set of assessment tools that may be adopted and adapted by political science departments…

1. international spring school and symposium on advances in materials science; contributed papers. Proceedings. V.2

International Nuclear Information System (INIS)

1994-03-01

The first International Conference on Advances in Materials Science was held on 15-20 March, 1994 in Cairo. The specialists discussed advances in materials science formation, development and observation. The applications of materials science technique in the field of construction material, Moessbauer measurements, physico science, corrosion and mechanical alloying were discussed at the meeting. more than 700 papers were presented in the meeting

1. international spring school and symposium on advances in materials science; contributed papers. Proceedings. V.2

Energy Technology Data Exchange (ETDEWEB)

NONE

1994-03-01

The first International Conference on Advances in Materials Science was held on 15-20 March, 1994 in Cairo. The specialists discussed advances in materials science formation, development and observation. The applications of materials science technique in the field of construction material, Moessbauer measurements, physico science, corrosion and mechanical alloying were discussed at the meeting. more than 700 papers were presented in the meeting.

Preschool Teachers' Attitudes and Beliefs Toward Science

Science.gov (United States)

Lloyd, Sharon Henry

In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.

Mars mission program for primary students: Building student and teacher skills in science, technology, engineering and mathematics

Science.gov (United States)

Mathers, Naomi; Pakakis, Michael; Christie, Ian

2011-09-01

The Victorian Space Science Education Centre (VSSEC) scenario-based programs, including the Mission to Mars and Mission to the Orbiting Space Laboratory, utilize methodologies such as hands-on applications, immersive learning, integrated technologies, critical thinking and mentoring. The use of a scenario provides a real-life context and purpose to what students might otherwise consider disjointed information. These programs engage students in the areas of maths and science, and highlight potential career paths in science and engineering. The introduction of a scenario-based program for primary students engages students in maths and science at a younger age, addressing the issues of basic numeracy and science literacy, thus laying the foundation for stronger senior science initiatives. Primary students absorb more information within the context of the scenario, and presenting information they can see, hear, touch and smell creates a memorable learning and sensory experience. The mission also supports development of teacher skills in the delivery of hands-on science and helps build their confidence to teach science. The Primary Mission to the Mars Base gives primary school students access to an environment and equipment not available in schools. Students wear flight suits for the duration of the program to immerse them in the experience of being an astronaut. Astronauts work in the VSSEC Space Laboratory, which is transformed into a Mars base for the primary program, to conduct experiments in areas such as robotics, human physiology, microbiology, nanotechnology and environmental science. Specialist mission control software has been developed by La Trobe University Centre for Games Technology to provide age appropriate Information and Communication Technology (ICT) based problem solving and support the concept of a mission. Students in Mission Control observe the astronauts working in the space laboratory and talk to them via the AV system. This interactive

Impact of Super Monkey Ball and Underground video games on basic and advanced laparoscopic skill training

NARCIS (Netherlands)

Rosser, James C.; Liu, Xinwei; Jacobs, Charles; Choi, Katherine Mia; Jalink, Maarten B.; Hoedemaker, Henk O. ten Cate

Objective This abstract profiles the comparison of correlations between previously validated Super Monkey Ball (SMB) and recently introduced Underground (U) video game on the Nintendo Wii U to multiple validated tasks used for developing basic and advanced laparoscopic skills. Methods Sixty-eight

NATO Advanced Research Institute on the Application of Systems Science to Energy Policy Planning

CERN Document Server

Cherniavsky, E; Laughton, M; Ruff, L

1981-01-01

The Advanced Research Institute (ARI) on "The Application of Systems Science to Energy Policy Planning" was held under the auspices of the NATO Special Programme Panel on Systems Science in collaboration with the National Center for Analysis of Energy Sys­ tems, Brookhaven National Laboratory, USA, as a part of the NATO Science Committee's continuous effort to promote the advancement of science through international cooperation. Advanced Research Institutes are sponsored by the NATO Science Committee for the purposes of bringing together senior scientists to seek consensus on an assessment of the present state of knowl­ edge on a specific topic and to make recommendations for future research directions. Meetings are structured to encourage inten­ sive group discussion. Invitees are carefully selected so that the group as a whole will contain the experience and expertise neces­ sary to make the conclusions valid and significant. A final report is published presenting the various viewpoints and conclusions....

Communication and relationship skills for rapid response teams at hamilton health sciences.

Science.gov (United States)

Cziraki, Karen; Lucas, Janie; Rogers, Toni; Page, Laura; Zimmerman, Rosanne; Hauer, Lois Ann; Daniels, Charlotte; Gregoroff, Susan

2008-01-01

Rapid response teams (RRT) are an important safety strategy in the prevention of deaths in patients who are progressively failing outside of the intensive care unit. The goal is to intervene before a critical event occurs. Effective teamwork and communication skills are frequently cited as critical success factors in the implementation of these teams. However, there is very little literature that clearly provides an education strategy for the development of these skills. Training in simulation labs offers an opportunity to assess and build on current team skills; however, this approach does not address how to meet the gaps in team communication and relationship skill management. At Hamilton Health Sciences (HHS) a two-day program was developed in collaboration with the RRT Team Leads, Organizational Effectiveness and Patient Safety Leaders. Participants reflected on their conflict management styles and considered how their personality traits may contribute to team function. Communication and relationship theories were reviewed and applied in simulated sessions in the relative safety of off-site team sessions. The overwhelming positive response to this training has been demonstrated in the incredible success of these teams from the perspective of the satisfaction surveys of the care units that call the team, and in the multi-phased team evaluation of their application to practice. These sessions offer a useful approach to the development of the soft skills required for successful RRT implementation.

Advances in nuclear science and technology

CERN Document Server

Henley, Ernest J

1962-01-01

Advances in Nuclear Science and Technology, Volume 1 provides an authoritative, complete, coherent, and critical review of the nuclear industry. This book covers a variety of topics, including nuclear power stations, graft polymerization, diffusion in uranium alloys, and conventional power plants.Organized into seven chapters, this volume begins with an overview of the three stages of the operation of a power plant, either nuclear or conventionally fueled. This text then examines the major problems that face the successful development of commercial nuclear power plants. Other chapters consider

Using simulation to improve the cognitive and psychomotor skills of novice students in advanced laparoscopic surgery: a meta-analysis.

Science.gov (United States)

Al-Kadi, Azzam S; Donnon, Tyrone

2013-01-01

Advances in simulation technologies have enhanced the ability to introduce the teaching and learning of laparoscopic surgical skills to novice students. In this meta-analysis, a total of 18 randomized controlled studies were identified that specifically looked at training novices in comparison with a control group as it pertains to knowledge retention, time to completion and suturing and knotting skills. The combined random-effect sizes (ESs) showed that novice students who trained on laparoscopic simulators have considerably developed better laparoscopic suturing and knot tying skills (d = 1.96, p < 0.01), conducted fewer errors (d = 2.13, p < 0.01), retained more knowledge (d = 1.57, p < 0.01) than their respective control groups, and were significantly faster on time to completion (d = 1.98, p < 0.01). As illustrated in corresponding Forest plots, the majority of the primary study outcomes included in this meta-analysis show statistically significant support (p < 0.05) for the use of laparoscopic simulators for novice student training on both knowledge and advanced surgical skill development (28 of 35 outcomes, 80%). The findings of this meta-analysis support strongly the use of simulators for teaching laparoscopic surgery skills to novice students in surgical residency programs.

Advance Network Reservation and Provisioning for Science

Energy Technology Data Exchange (ETDEWEB)

Balman, Mehmet; Chaniotakis, Evangelos; Shoshani, Arie; Sim, Alex

2009-07-10

We are witnessing a new era that offers new opportunities to conduct scientific research with the help of recent advancements in computational and storage technologies. Computational intensive science spans multiple scientific domains, such as particle physics, climate modeling, and bio-informatics simulations. These large-scale applications necessitate collaborators to access very large data sets resulting from simulations performed in geographically distributed institutions. Furthermore, often scientific experimental facilities generate massive data sets that need to be transferred to validate the simulation data in remote collaborating sites. A major component needed to support these needs is the communication infrastructure which enables high performance visualization, large volume data analysis, and also provides access to computational resources. In order to provide high-speed on-demand data access between collaborating institutions, national governments support next generation research networks such as Internet 2 and ESnet (Energy Sciences Network). Delivering network-as-a-service that provides predictable performance, efficient resource utilization and better coordination between compute and storage resources is highly desirable. In this paper, we study network provisioning and advanced bandwidth reservation in ESnet for on-demand high performance data transfers. We present a novel approach for path finding in time-dependent transport networks with bandwidth guarantees. We plan to improve the current ESnet advance network reservation system, OSCARS [3], by presenting to the clients, the possible reservation options and alternatives for earliest completion time and shortest transfer duration. The Energy Sciences Network (ESnet) provides high bandwidth connections between research laboratories and academic institutions for data sharing and video/voice communication. The ESnet On-Demand Secure Circuits and Advance Reservation System (OSCARS) establishes

Environmental Science Program at the Advanced Light Source

Energy Technology Data Exchange (ETDEWEB)

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

2006-04-05

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

The Advanced Communications Technology Satellite (ACTS) capabilities for serving science

Science.gov (United States)

Meyer, Thomas R.

1990-01-01

Results of research on potential science applications of the NASA Advanced Communications Technology Satellite (ACTS) are presented. Discussed here are: (1) general research on communications related issues; (2) a survey of science-related activities and programs in the local area; (3) interviews of selected scientists and associated telecommunications support personnel whose projects have communications requirements; (4) analysis of linkages between ACTS functionality and science user communications activities and modes of operation; and (5) an analysis of survey results and the projection of conclusions to a national scale.

Teaching citizen science skills online: Implications for invasive species training programs

Science.gov (United States)

Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.

2010-01-01

Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.

Psychometric Properties of Interpersonal Communication skills Questionnaire (ISAQ from the Viewpoint of Students at Tabriz University and Tabriz University of Medical Sciences

Directory of Open Access Journals (Sweden)

Firoz Mahmoodi

2017-06-01

Full Text Available Background and Objective: One of the skills needed for social life is interpersonal communication skills. Assessing the Interpersonal communication skills due to the growth and development of social networks is very important. This study aimed to validate the Fetro's (2000 interpersonal communication skills questionnaire among students of Tabriz University and Tabriz University of Medical Sciences. Materials and Methods: In this descriptivestudy, 750 students of Tabriz University and Tabriz University of Medical Sciences were selected by simple random sampling. Data collected by Fetro (2000 interpersonal communication skills questionnaire. This questionnaire has 65 items with five degrees based on Likert scale. Data were analyzed using Exploratory Factor Analysis through SPSS 23. Results: In total 750 Students filled questionnaires. 423 from University of Tabriz and 327 from of Tabriz University of Medical Sciences. Based on the results of exploratory factor analysis on original 65 items, 6 factors extracted and 54 items remained. Based on original questionnaire factors and literature extracted factors were labeled. So 45.26% of total variance were explained by these six factors (empathy and intimacy, communication skills, ability to maintain communication, assertiveness, listening and conflict resolution skills. Conclusion: According to the result of factor analysis, new validated questionnaire has less items and more components than the original questionnaire. So it is a suitable instrument for measuring interpersonal communication skills by researchers.

Translational science matters: forging partnerships between biomedical and behavioral science to advance the public's health.

Science.gov (United States)

Mensah, George A; Czajkowski, Susan M

2018-03-29

The prevention and effective treatment of many chronic diseases such as cardiovascular disease, cancer and diabetes are dependent on behaviors such as not smoking, adopting a physically-active lifestyle, eating a healthy diet, and adhering to prescribed medical and behavioral regimens. Yet adoption and maintenance of these behaviors pose major challenges for individuals, their families and communities, as well as clinicians and health care systems. These challenges can best be met through the integration of the biomedical and behavioral sciences that is achieved by the formation of strategic partnerships between researchers and practitioners in these disciplines to address pressing clinical and public health problems. The National Institutes of Health has supported a number of clinical trials and research initiatives that demonstrate the value of biomedical and behavioral science partnerships in translating fundamental discoveries into significant improvements in health outcomes. We review several such examples of collaborations between biomedical and behavioral researchers, describe key initiatives focused on advancing a transdisciplinary translational perspective, and outline areas which require insights, tools and findings from both the biomedical and behavioral sciences to advance the public's health.

Examination of the relationship between preservice science teachers' scientific reasoning and problem solving skills on basic mechanics

Science.gov (United States)

Yuksel, Ibrahim; Ates, Salih

2018-02-01

The purpose of this study is to determine relationship between scientific reasoning and mechanics problem solving skills of students in science education program. Scientific Reasoning Skills Test (SRST) and Basic Mechanics Knowledge Test (BMKT) were applied to 90 second, third and fourth grade students who took Scientific Reasoning Skills course at science teaching program of Gazi Faculty of Education for three successive fall semesters of 2014, 2015 and 2016 academic years. It was found a statistically significant positive (p = 0.038 <0.05) but a low correlation (r = 0.219) between SRST and BMKT. There were no significant relationship among Conservation Laws, Proportional Thinking, Combinational Thinking, Correlational Thinking, Probabilistic Thinking subskills of reasoning and BMKT. There were significant and positive correlation among Hypothetical Thinking and Identifying and Controlling Variables subskills of reasoning and BMKT. The findings of the study were compared with other studies in the field and discussed.

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

Science.gov (United States)

Belluigi, Dina Zoe; Cundill, Georgina

2017-01-01

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

The Enhancement of Communication Skill and Prediction Skill in Colloidal Concept by Problem Solving Learning

OpenAIRE

Anggraini, Agita Dzulhajh; Fadiawati, Noor; Diawati, Chansyanah

2012-01-01

Accuracy educators in selecting and implementing learning models influence students' science process skills. Models of learning that can be applied to improve science process skills and tend constructivist among athers learning model of problem solving. This research was conducted to describe the effectiveness of the learning model of problem solving in improving communication skills and prediction skills. Subjects in this research were students of high school YP Unila Bandar Lampung Even ...

ARCHES: Advancing Research & Capacity in Hydrologic Education and Science

Science.gov (United States)

Milewski, A.; Fryar, A. E.; Durham, M. C.; Schroeder, P.; Agouridis, C.; Hanley, C.; Rotz, R. R.

2013-12-01

Educating young scientists and building capacity on a global scale is pivotal towards better understanding and managing our water resources. Based on this premise the ARCHES (Advancing Research & Capacity in Hydrologic Education and Science) program has been established. This abstract provides an overview of the program, links to access information, and describes the activities and outcomes of student participants from the Middle East and North Africa. The ARCHES program (http://arches.wrrs.uga.edu) is an integrated hydrologic education approach using online courses, field programs, and various hands-on workshops. The program aims to enable young scientists to effectively perform the high level research that will ultimately improve quality of life, enhance science-based decision making, and facilitate collaboration. Three broad, interlinked sets of activities are incorporated into the ARCHES program: (A1) the development of technical expertise, (A2) the development of professional contacts and skills, and (A3) outreach and long-term sustainability. The development of technical expertise (A1) is implemented through three progressive instructional sections. Section 1: Students were guided through a series of online lectures and exercises (Moodle: http://wrrs.uga.edu/moodle) covering three main topics (Remote Sensing, GIS, and Hydrologic Modeling). Section 2: Students participated in a hands-on workshop hosted at the University of Georgia's Water Resources and Remote Sensing Laboratory (WRRSL). Using ENVI, ArcGIS, and ArcSWAT, students completed a series of lectures and real-world applications (e.g., Development of Hydrologic Models). Section 3: Students participated in field studies (e.g., measurements of infiltration, recharge, streamflow, and water-quality parameters) conducted by U.S. partners and international collaborators in the participating countries. The development of professional contacts and skills (A2) was achieved through the promotion of networking

Advances in nuclear science and technology

CERN Document Server

Henley, Ernest J

1975-01-01

Advances in Nuclear Science and Technology, Volume 8 discusses the development of nuclear power in several countries throughout the world. This book discusses the world's largest program of land-based electricity production in the United States.Organized into six chapters, this volume begins with an overview of the phenomenon of quasi-exponential behavior by examining two mathematical models of the neutron field. This text then discusses the finite element method, which is a method for obtaining approximate solutions to integral or differential equations. Other chapters consider the status of

Preliminary Analysis of Assessment Instrument Design to Reveal Science Generic Skill and Chemistry Literacy

Science.gov (United States)

Sumarni, Woro; Sudarmin; Supartono, Wiyanto

2016-01-01

The purpose of this research is to design assessment instrument to evaluate science generic skill (SGS) achievement and chemistry literacy in ethnoscience-integrated chemistry learning. The steps of tool designing refers to Plomp models including 1) Investigation Phase (Prelimenary Investigation); 2) Designing Phase (Design); 3)…

Advanced information science and object-oriented technology for information management applications

Energy Technology Data Exchange (ETDEWEB)

Hummel, J.R.; Swietlik, C.E.

1996-10-01

The role of the military has been undergoing rapid change since the fall of the Berlin Wall. The kinds of missions the US military has been asked to participate in have often fallen into the category of {open_quotes}Military Operations Other Than War{close_quotes} and those involving military responses have been more of a surgical nature directed against different kinds of threats, like rogue states or in response to terrorist actions. As a result, the requirements on the military planner and analyst have also had to change dramatically. For example, preparing response options now requires rapid turnaround and a highly flexible simulation capability. This in turn requires that the planner or analyst have access to sophisticated information science and simulation technologies. In this paper, we shall discuss how advanced information science and object-oriented technologies can be used in advanced information management applications. We shall also discuss how these technologies and tools can be applied to DoD applications by presenting examples with a system developed at Argonne, the Dynamic Information Architecture System (DIAS). DIAS has been developed to exploit advanced information science and simulation technologies to provide tools for future planners and analysts.

IMPROVING STUDENTS’ GENERIC SKILL IN SCIENCE THROUGH CHEMISTRY LEARNING USING ICT-BASED MEDIA ON REACTION RATE AND OSMOTIC PRESSURE MATERIAL

Directory of Open Access Journals (Sweden)

S. Mulyani

2016-04-01

Full Text Available The research aims to obtain information of improvement students’ generic skills in science through chemistry learning using ICT-based media on reaction rate and osmotic pressure material. This research was designed with quasi-experimental research method, with the design of non-equivalent control group pretest-posttest design. The research subjects were students of class XI and XII one of Madrasah Aliyah Negeri (State Islamic Senior High School in Bandung. Learning process in experiment group were conducted using ICT-based media, whereas in control group conducted by applying laboratory activities. Data were collected through multiple-choice test. The result shows that there was no significant difference of n- gain of students’ generic skill in science between experiment and control group. Therefore it can be concluded that the learning process using ICT-based media can improve students' generic skills in science as well as laboratory-based activities.

Assessment report on research and development activities. Activity: 'Advanced science research' (Interim report)

Energy Technology Data Exchange (ETDEWEB)

NONE

2012-11-15

Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consulted an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for interim assessment of 'Advanced Science Research,' in accordance with 'General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research programs and activities of the Advanced Science Research Center (hereinafter referred to as 'ASRC') for the period of two years from April 2010. The Committee evaluated the management and the research programs of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the result of the assessment by the Committee with the Committee report attached from page 7. (author)

Assessment report of research and development activities. Activity: advanced science research' (Interim report)

International Nuclear Information System (INIS)

2008-08-01

Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consults an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for interim assessment of 'Advanced Science Research,' in accordance with General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research program of the Advanced Science Research Center (hereinafter referred to as 'ASRC') during the period of two years from October 2005 to September 2007. The Committee evaluated the management and research activities of the ASRC based on the explanatory documents prepared by the ASRC, the oral presentations with questions-and-answers by the Director and the research group leaders, and interviews from group members through on-site visits by the Committee members. One CD-ROM is attached as an appendix. (J.P.N.)

Building a Mentorship-Based Research Program Focused on Individual Interests, Curiosity, and Professional Skills at the North Carolina School of Science and Mathematics

Science.gov (United States)

Shoemaker, Sarah E.; Thomas, Christopher; Roberts, Todd; Boltz, Robin

2016-01-01

The North Carolina School of Science and Mathematics (NCSSM) offers students a wide variety of real-world opportunities to develop skills and talent critical for students to gain the essential professional and personal skills that lead to success in science, technology, engineering, and mathematics (STEM) careers. One of the key avenues available…

Developing model-making and model-breaking skills using direct measurement video-based activities

Science.gov (United States)

Vonk, Matthew; Bohacek, Peter; Militello, Cheryl; Iverson, Ellen

2017-12-01

This study focuses on student development of two important laboratory skills in the context of introductory college-level physics. The first skill, which we call model making, is the ability to analyze a phenomenon in a way that produces a quantitative multimodal model. The second skill, which we call model breaking, is the ability to critically evaluate if the behavior of a system is consistent with a given model. This study involved 116 introductory physics students in four different sections, each taught by a different instructor. All of the students within a given class section participated in the same instruction (including labs) with the exception of five activities performed throughout the semester. For those five activities, each class section was split into two groups; one group was scaffolded to focus on model-making skills and the other was scaffolded to focus on model-breaking skills. Both conditions involved direct measurement videos. In some cases, students could vary important experimental parameters within the video like mass, frequency, and tension. Data collected at the end of the semester indicate that students in the model-making treatment group significantly outperformed the other group on the model-making skill despite the fact that both groups shared a common physical lab experience. Likewise, the model-breaking treatment group significantly outperformed the other group on the model-breaking skill. This is important because it shows that direct measurement video-based instruction can help students acquire science-process skills, which are critical for scientists, and which are a key part of current science education approaches such as the Next Generation Science Standards and the Advanced Placement Physics 1 course.

Advanced Chemical Propulsion for Science Missions

Science.gov (United States)

Liou, Larry

2008-01-01

The advanced chemical propulsion technology area of NASA's In-Space Technology Project is investing in systems and components for increased performance and reduced cost of chemical propulsion technologies applicable to near-term science missions. Presently the primary investment in the advanced chemical propulsion technology area is in the AMBR high temperature storable bipropellant rocket engine. Scheduled to be available for flight development starting in year 2008, AMBR engine shows a 60 kg payload gain in an analysis for the Titan-Enceladus orbiter mission and a 33 percent manufacturing cost reduction over its baseline, state-of-the-art counterpart. Other technologies invested include the reliable lightweight tanks for propellant and the precision propellant management and mixture ratio control. Both technologies show significant mission benefit, can be applied to any liquid propulsion system, and upon completion of the efforts described in this paper, are at least in parts ready for flight infusion. Details of the technologies are discussed.

Pathways from parental stimulation of children's curiosity to high school science course accomplishments and science career interest and skill

Science.gov (United States)

Eskeles Gottfried, Adele; Johnson Preston, Kathleen Suzanne; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.

2016-08-01

Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children's curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N = 118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children's curiosity in facilitating trajectories into science, and relevance to science education is discussed.

Exploring the relationship between the engineering and physical sciences and the health and life sciences by advanced bibliometric methods

NARCIS (Netherlands)

Waltman, L.R.; Van, Raan A.F.J.; Smart, S.

2014-01-01

We investigate the extent to which advances in the health and life sciences (HLS) are dependent on research in the engineering and physical sciences (EPS), particularly physics, chemistry, mathematics, and engineering. The analysis combines two different bibliometric approaches. The first approach

Sensor Web Technology Challenges and Advancements for the Earth Science Decadal Survey Era

Science.gov (United States)

Norton, Charles D.; Moe, Karen

2011-01-01

This paper examines the Earth science decadal survey era and the role ESTO developed sensor web technologies can contribute to the scientific observations. This includes hardware and software technology advances for in-situ and in-space measurements. Also discussed are emerging areas of importance such as the potential of small satellites for sensor web based observations as well as advances in data fusion critical to the science and societal benefits of future missions, and the challenges ahead.

Women's Advancement in Political Science. A Report on the APSA Workshop on the Advancement of Women in Academic Political Science in the United States (Washington, DC, March 4-5, 2004)

Science.gov (United States)

American Political Science Association (NJ1), 2005

2005-01-01

In March 2004, the National Science Foundation funded a two-day workshop by the American Political Science Association (APSA) on the advancement of women in academic political science in the United States. The workshop was prompted by an alarming stall in the number of women entering the discipline and persisting through early years of faculty…

The ADVANCE Program: Targeting the Increase in the Participation and Advancement of Women in Academic Science and Engineering Careers

Science.gov (United States)

Esperanca, S.

2003-12-01

The goal of NSF's ADVANCE Program is to help increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. The Program tries to address this under representation by focusing on support for men and women with three approaches: institutional (Institutional Transformation), grass-root (Leadership), and individual (Fellows) support. The ADVANCE Program alternates with a round of Institutional and Leadership awards in one year and a Fellows competition the next. Since its inception in 2001, NSF has had two competitive rounds for each of the three award types and will have spent approximately 75 M\\ by the end of the next fiscal year (2004). The first and second ADVANCE Institutional Transformation competitions (FY 2001 and 2003) received over 70 proposals each. These awards are for multi-year support in the amount of 3-4M\\ each. Details and access to the websites for the ADVANCE programs of each institution can be found in NSF's ADVANCE webpage at http://nsf.gov/home/crssprgm/advance/itwebsites.htm. The number of proposals submitted for the Leadership awards competition dropped from 35 in 2001 to 26 in 2003, despite an increase in the allowed award size for the second round. In terms of projected goals, this part of ADVANCE is perhaps the most eclectic. Some Leadership awards were made to professional societies to work specifically with their respective scientific communities in identifying needs that might be peculiar to a field of science. In the first round of the Leadership awards, PI Mary-Anne Holmes of the University of Nebraska-Lincoln and collaborators received a grant to work with the Association of Women Geoscientists to determine the current status of women geoscientists in the US. These grantees hope to disseminate the information gathered under this award broadly in order to educate women students and faculty on strategies to

1. international spring school and symposium on advances in materials science; invited lectures. Proceedings. V.1

Energy Technology Data Exchange (ETDEWEB)

NONE

1994-03-01

The 1 st international conference on advances in materials science was held on 15-20 March, 1994 in cairo. The specialist discussed material science formation, development and observation. The application of advances in material science technique in the field of atomic energy, structure design, microelectronic structure were discussed at the meeting. more than 400 papers were presented in the meeting.

1. international spring school and symposium on advances in materials science; invited lectures. Proceedings. V.1

International Nuclear Information System (INIS)

1994-03-01

The 1 st international conference on advances in materials science was held on 15-20 March, 1994 in cairo. The specialist discussed material science formation, development and observation. The application of advances in material science technique in the field of atomic energy, structure design, microelectronic structure were discussed at the meeting. more than 400 papers were presented in the meeting

Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

Science.gov (United States)

Ormand, C. J.; Shipley, T. F.; Manduca, C. A.; Tikoff, B.

2011-12-01

Spatial thinking skills are critical to success in many subdisciplines of the geosciences (and beyond). There are many components of spatial thinking, such as mental rotation, penetrative visualization, disembedding, perspective taking, and navigation. Undergraduate students in introductory and upper-level geoscience courses bring a wide variety of spatial skill levels to the classroom, as measured by psychometric tests of many of these components of spatial thinking. Furthermore, it is not unusual for individual students to excel in some of these areas while struggling in others. Although pre- and post-test comparisons show that student skill levels typically improve over the course of an academic term, average gains are quite modest. This suggests that it may be valuable to develop interventions to help undergraduate students develop a range of spatial skills that can be used to solve geoscience problems. Cognitive science research suggests a number of strong strategies for building students' spatial skills. Practice is essential, and time on task is correlated to improvement. Progressive alignment may be used to scaffold students' successes on simpler problems, allowing them to see how more complex problems are related to those they can solve. Gesturing has proven effective in moving younger students from incorrect problem-solving strategies to correct strategies in other disciplines. These principles can be used to design instructional materials to improve undergraduate geoscience students' spatial skills; we will present some examples of such materials.

Reaching the Next Stephen Hawking: Five Ways to Help Students with Disabilities in Advanced Placement Science Classes

Science.gov (United States)

Howard, Lori A.; Potts, Elizabeth A.; Linz, Ed

2013-01-01

As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral),…

Social science as a tool in developing scientific thinking skills in underserved, low-achieving urban students.

Science.gov (United States)

Jewett, Elizabeth; Kuhn, Deanna

2016-03-01

Engagement in purposeful problem solving involving social science content was sufficient to develop a key set of inquiry skills in low-performing middle school students from an academically and economically disadvantaged urban public school population, with this skill transferring to a more traditional written scientific thinking assessment instrument 3weeks later. Students only observing their peers' activity or not participating at all failed to show these gains. Implications are addressed with regard to the mastery of scientific thinking skills among academically disadvantaged students. Also addressed are the efficacy of problem-based learning and the limits of observational learning. Copyright © 2015 Elsevier Inc. All rights reserved.

An advanced communication skills course for fourth-year, post-clerkship students.

Science.gov (United States)

Towle, Angela; Hoffman, Joanne

2002-11-01

A novel five-module advanced communication skills course entitled "Doctor-Patient Relationships" was planned and implemented in 2000-01 at the University of British Columbia (UBC). The course was part of the final four-month component of the new MD undergraduate program: Effective Skills for Medical Practice. The goals of the communication skills course were to (1) address problems experienced by the students so far; (2) address deficiencies in achieving the UBC exit competencies; (3) help the students pass the Medical Council of Canada examinations, in particular objectives related to the Considerations of the Legal, Ethical, and Organizational aspects of the practice of medicine (CLEO); and (4) help students prepare for their roles beyond undergraduate medicine (residency, independent practice). The course was developed by an interdisciplinary team (family practice, pathology, pediatrics, psychiatry, surgery) with input from students. The broad strengths and weaknesses of their communication skills training were identified by seven third-year medical students who kept logs over the course of their clinical clerkships to document their learning of communication skills. Analysis of these logs plus feedback meetings with the students revealed attitudinal and skills issues that needed to be addressed in the new course. The goals and principles of the course were in part agreed upon by focus groups with students, attended by faculty observers, to ensure their relevance to students. The first module "Beyond the Mask: Surviving and Thriving in Residency Training" is designed to focus students' attention on the personal relevance of developing excellence in communication skills in preparation for residency training. It includes a video of residents talking about their experiences of communication problems to trigger reflection and discussion. In the remaining four modules the students are required to put communication skills together with their medical knowledge. Each

The Effect of In-Service Training of Computer Science Teachers on Scratch Programming Language Skills Using an Electronic Learning Platform on Programming Skills and the Attitudes towards Teaching Programming

Science.gov (United States)

Alkaria, Ahmed; Alhassan, Riyadh

2017-01-01

This study was conducted to examine the effect of in-service training of computer science teachers in Scratch language using an electronic learning platform on acquiring programming skills and attitudes towards teaching programming. The sample of this study consisted of 40 middle school computer science teachers. They were assigned into two…

Advanced Technologies and Data Management Practices in Environmental Science: Lessons from Academia

Science.gov (United States)

Hernandez, Rebecca R.; Mayernik, Matthew S.; Murphy-Mariscal, Michelle L.; Allen, Michael F.

2012-01-01

Environmental scientists are increasing their capitalization on advancements in technology, computation, and data management. However, the extent of that capitalization is unknown. We analyzed the survey responses of 434 graduate students to evaluate the understanding and use of such advances in the environmental sciences. Two-thirds of the…

Effects of Outdoor School Ground Lessons on Students' Science Process Skills and Scientific Curiosity

Science.gov (United States)

Ting, Kan Lin; Siew, Nyet Moi

2014-01-01

The purpose of this study was to investigate the effects of outdoor school ground lessons on Year Five students' science process skills and scientific curiosity. A quasi-experimental design was employed in this study. The participants in the study were divided into two groups, one subjected to the experimental treatment, defined as…

A Delphi Study on Technology Enhanced Learning (TEL) Applied on Computer Science (CS) Skills

Science.gov (United States)

Porta, Marcela; Mas-Machuca, Marta; Martinez-Costa, Carme; Maillet, Katherine

2012-01-01

Technology Enhanced Learning (TEL) is a new pedagogical domain aiming to study the usage of information and communication technologies to support teaching and learning. The following study investigated how this domain is used to increase technical skills in Computer Science (CS). A Delphi method was applied, using three-rounds of online survey…

Assessment report on research and development activities. Activity: 'Advanced science research' (Interim report)

International Nuclear Information System (INIS)

2012-11-01

Japan Atomic Energy Agency (hereinafter referred to as “JAEA”) consulted an assessment committee, “Evaluation Committee of Research Activities for Advanced Science Research” (hereinafter referred to as “Committee”) for interim assessment of “Advanced Science Research,” in accordance with “General Guideline for the Evaluation of Government Research and Development (R and D) Activities” by Cabinet Office, Government of Japan, “Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology” and “Regulation on Conduct for Evaluation of R and D Activities” by JAEA. In response to the JAEA's request, the Committee assessed the research programs and activities of the Advanced Science Research Center (hereinafter referred to as “ASRC”) for the period of two years from April 2010. The Committee evaluated the management and the research programs of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the result of the assessment by the Committee with the Committee report attached from page 7. (author)

Gaming science innovations to integrate health systems science into medical education and practice.

Science.gov (United States)

White, Earla J; Lewis, Joy H; McCoy, Lise

2018-01-01

Health systems science (HSS) is an emerging discipline addressing multiple, complex, interdependent variables that affect providers' abilities to deliver patient care and influence population health. New perspectives and innovations are required as physician leaders and medical educators strive to accelerate changes in medical education and practice to meet the needs of evolving populations and systems. The purpose of this paper is to introduce gaming science as a lens to magnify HSS integration opportunities in the scope of medical education and practice. Evidence supports gaming science innovations as effective teaching and learning tools to promote learner engagement in scientific and systems thinking for decision making in complex scenarios. Valuable insights and lessons gained through the history of war games have resulted in strategic thinking to minimize risk and save lives. In health care, where decisions can affect patient and population outcomes, gaming science innovations have the potential to provide safe learning environments to practice crucial decision-making skills. Research of gaming science limitations, gaps, and strategies to maximize innovations to further advance HSS in medical education and practice is required. Gaming science holds promise to equip health care teams with HSS knowledge and skills required for transformative practice. The ultimate goals are to empower providers to work in complex systems to improve patient and population health outcomes and experiences, and to reduce costs and improve care team well-being.

Representation of Science Process Skills in the Chemistry Curricula for Grades 10, 11 and 12 / Turkey

OpenAIRE

Abdullah Aydin

2013-01-01

In one study conducted in Turkey, Berberoğlu et al. (2002) stressed that methods of designing and implementing especially laboratory experiments should inevitably be focused on developing one’s higher-level mental skills. (Berberoğlu et al., 2002). It was suggested in a study by Koray et al. (2006) entitled as “Conditions of Representing Science Process Skills in 9th grade Chemistry Course Books and Chemistry Curriculums” that scientific process abilities should be given more place in Chemist...

Skill set development of doctoral and post-doctoral graduates in life sciences.

Science.gov (United States)

Kanwar, R S

2010-01-01

Doctoral and post-doctoral training programs at leading research universities in the USA are highly important in generating the much needed knowledge in science, technology, engineering, and mathematics for keeping rural and urban economies strong and societies healthy and prosperous. In addition, innovative graduate and post doctoral research programs are the driving engines of the success of U.S. economy and have made the U.S. the most successful model of generating new knowledge in the broader areas of life sciences (and agricultural education, research, and extension). We need to do everything in our power to make these training programs innovative, collaborative, independent, and resourceful so that students are trained in different disciplines making them more flexible within a range of challenges and opportunities. The training programs must empower students to solve complex and interdisciplinary problems of the society in 21st century and make our students competitive within a global economic system, to improve the health of the nation's economy. If our land grant schools and institutions of higher learning are not preparing doctoral students to be globally competitive scientists to create new knowledge and technologies to solve complex and interdisciplinary problems of the 21st century, then either we need to redefine the mission of our land grant system or we risk losing our role to serve the public and industry effectively. Doctoral and post doctoral students should be given the needed skills and experiences to prepare them for tenure track faculty jobs at leading US Universities in the 21st century as well as prepare them for the world outside of academia. I would say minimum competency skills are needed as "bare survival skills" for all doctoral students to become successful after obtaining PhD degrees. Today's PhD students will be working in a global but highly competitive, rapidly changing, and complex world. It is no longer enough to be a good

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment

Science.gov (United States)

Stone, Elisa M.

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level. PMID:24591508

Guiding students to develop an understanding of scientific inquiry: a science skills approach to instruction and assessment.

Science.gov (United States)

Stone, Elisa M

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations-for example, hypothesizing, data analysis, or use of controls-and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 11: Computer-Aided Manufacturing & Advanced CNC, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Science.gov (United States)

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

EDITORIAL: Focus on Advances in Surface and Interface Science 2008 FOCUS ON ADVANCES IN SURFACE AND INTERFACE SCIENCE 2008

Science.gov (United States)

Scheffler, Matthias; Schneider, Wolf-Dieter

2008-12-01

Basic research in surface and interface science is highly interdisciplinary, covering the fields of physics, chemistry, biophysics, geo-, atmospheric and environmental sciences, material science, chemical engineering, and more. The various phenomena are interesting by themselves, and they are most important in nearly all modern technologies, as for example electronic, magnetic, and optical devices, sensors, catalysts, lubricants, hard and thermal-barrier coatings, protection against corrosion and crack formation under harsh environments. In fact, detailed understanding of the elementary processes at surfaces is necessary to support and to advance the high technology that very much founds the prosperity and lifestyle of our society. Current state-of-the-art experimental studies of elementary processes at surfaces, of surface properties and functions employ a variety of sophisticated tools. Some are capable of revealing the location and motion of individual atoms. Others measure excitations (electronic, magnetic and vibronic), employing, for example, special light sources such as synchrotrons, high magnetic fields, or free electron lasers. The surprising variety of intriguing physical phenomena at surfaces, interfaces, and nanostructures also pose a persistent challenge for the development of theoretical descriptions, methods, and even basic physical concepts. This second focus issue on the topic of 'Advances in Surface and Interface Science' in New Journal of Physics, following on from last year's successful collection, provides an exciting synoptic view on the latest pertinent developments in the field. Focus on Advances in Surface and Interface Science 2008 Contents Organic layers at metal/electrolyte interfaces: molecular structure and reactivity of viologen monolayers Stephan Breuer, Duc T Pham, Sascha Huemann, Knud Gentz, Caroline Zoerlein, Ralf Hunger, Klaus Wandelt and Peter Broekmann Spin polarized d surface resonance state of fcc Co/Cu(001) K Miyamoto, K

The development of guided inquiry-based learning devices on photosynthesis and respiration matter to train science literacy skills

Science.gov (United States)

Choirunnisak; Ibrahim, M.; Yuliani

2018-01-01

The purpose of this research was to develop a guided inquiry-based learning devices on photosynthesis and respiration matter that are feasible (valid, practical, and effective) to train students’ science literacy. This research used 4D development model and tested on 15 students of biology education 2016 the State University of Surabaya with using one group pretest-posttest design. Learning devices developed include (a) Semester Lesson Plan (b) Lecture Schedule, (c) Student Activity Sheet, (d) Student Textbook, and (e) testability of science literacy. Research data obtained through validation method, observation, test, and questionnaire. The results were analyzed descriptively quantitative and qualitative. The ability of science literacy was analyzed by n-gain. The results of this research showed that (a) learning devices that developed was categorically very valid, (b) learning activities performed very well, (c) student’s science literacy skills improved that was a category as moderate, and (d) students responses were very positively to the learning that already held. Based on the results of the analysis and discussion, it is concluded that the development of guided inquiry-based learning devices on photosynthesis and respiration matter was feasible to train students literacy science skills.

Earth Science Data Analytics: Preparing for Extracting Knowledge from Information

Science.gov (United States)

Kempler, Steven; Barbieri, Lindsay

2016-01-01

advance science point of view: On the continuum of ever evolving data management systems, we need to understand and develop ways that allow for the variety of data relationships to be examined, and information to be manipulated, such that knowledge can be enhanced, to facilitate science. Recognizing the importance and potential impacts of the unlimited ways to co-analyze heterogeneous datasets, now and especially in the future, one of the objectives of the ESDA cluster is to facilitate the preparation of individuals to understand and apply needed skills to Earth science data analytics. Pinpointing and communicating the needed skills and expertise is new, and not easy. Information technology is just beginning to provide the tools for advancing the analysis of heterogeneous datasets in a big way, thus, providing opportunity to discover unobvious scientific relationships, previously invisible to the science eye. And it is not easy It takes individuals, or teams of individuals, with just the right combination of skills to understand the data and develop the methods to glean knowledge out of data and information. In addition, whereas definitions of data science and big data are (more or less) available (summarized in Reference 5), Earth science data analytics is virtually ignored in the literature, (barring a few excellent sources).

DEVELOPMENT OF SCIENCE PROCESS SKILLS STUDENTS WITH PROJECT BASED LEARNING MODEL- BASED TRAINING IN LEARNING PHYSICS

Directory of Open Access Journals (Sweden)

Ratna Malawati

2016-06-01

Full Text Available This study aims to improve the physics Science Process Skills Students on cognitive and psychomotor aspects by using model based Project Based Learning training.The object of this study is the Project Based Learning model used in the learning process of Computationa Physics.The method used is classroom action research through two learning cycles, each cycle consisting of the stages of planning, implementation, observation and reflection. In the first cycle of treatment with their emphasis given training in the first phase up to third in the model Project Based Learning, while the second cycle is given additional treatment with emphasis discussion is collaboration in achieving the best results for each group of products. The results of data analysis showed increased ability to think Students on cognitive and Science Process Skills in the psychomotor.

Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

Science.gov (United States)

Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

2011-01-01

The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

Advancing participation of blind students in Science, Technology, Engineering, and Math

Science.gov (United States)

Beck-Winchatz, Bernhard; Riccobono, Mark A.

2008-12-01

Like their sighted peers, many blind students in elementary, middle, and high school are naturally interested in space. This interest can motivate them to learn fundamental scientific, quantitative, and critical thinking skills, and sometimes even lead to careers in Science, Technology, Engineering, and Math (STEM) disciplines. However, these students are often at a disadvantage in science because of the ubiquity of important graphical information that is generally not available in accessible formats, the unfamiliarity of teachers with non-visual teaching methods, lack of access to blind role models, and the low expectations of their teachers and parents. We discuss joint efforts by the National Aeronautics and Space Administration (NASA) and the National Federation of the Blind’s (NFB) National Center for Blind Youth in Science (NCBYS) to develop and implement strategies to promote opportunities for blind youth in science. These include the development of tactile space science books and curriculum materials, science academies for blind middle school and high school students, and college-level internship and mentoring programs. The partnership with the NFB exemplifies the effectiveness of collaborations between NASA and consumer-directed organizations to improve opportunities for underserved and underrepresented individuals.

A "CASE" Study on Developing Science Communication and Outreach Skills of University Graduate Student Researchers in Alaska

Science.gov (United States)

Tedesche, M. E.; Conner, L.

2015-12-01

Well rounded scientific researchers are not only experts in their field, but can also communicate their work to a multitude of various audiences, including the general public and undergraduate university students. Training in these areas should ideally start during graduate school, but many programs are not preparing students to effectively communicate their work. Here, we present results from the NSF-funded CASE (Changing Alaska Science Education) program, which was funded by NSF under the auspices of the GK-12 program. CASE placed science graduate students (fellows) in K-12 classrooms to teach alongside of K-12 teachers with the goal of enhancing communication and teaching skills among graduate students. CASE trained fellows in inquiry-based and experiential techniques and emphasized the integration of art, writing, and traditional Alaska Native knowledge in the classroom. Such techniques are especially effective in engaging students from underrepresented groups. As a result of participation, many CASE fellows have reported increased skills in communication and teaching, as well as in time management. These skills may prove directly applicable to higher education when teaching undergraduate students.

Complex program of advance in science and technology

International Nuclear Information System (INIS)

Sychev, V.V.

1986-01-01

A draft of the complex program of advance in science and technology of the CMEA member-countries is described in brief. The basis of the program includes five priority trends electronics development complex automatization, advanced development of nuclear energy, production of new materials and tecnologies of their production and processing, advanced developmen of biotechnologies. Development of nuclear energy will be based on WWER-440 and WWER-1000 type NPPs. Heat-only nuclear stations and power and heat nuclear stations will receive a large development effort, as well as sodium-cooled fast reactors of the BN type having 800 and 1600 MW capacity, high-temperature gas-cooled breeders of the BGR-300 type, gas-cooled reactors of the VG-400 type for high-temperature heat supply (500-1000 deg C). It is contemplated to design the TOKAMAK-15 research thermonuclear facility and a pilot thermonuclear reactor for power generation and plutonium production. The program also comprises works aimed at improving reliability and safety of the nuclear installations

Teachers' learning about research for enhancing students' thinking skills in science learning

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Nammungkhun, Wisanugorn; Satchukorn, Sureerat; Saenpuk, Nudchanard; Yuenyong, Chokchai; Chantharanuwong, Warawun

2018-01-01

This paper aimed to clarify teachers' learning about research for enhancing students' thinking skills in science learning. The study applied the lens of sociocultural view of learning to discuss teachers' learning about research. Participants included teachers who participated in the project of thinking research schools: research for enhancing students' thinking skills. The project of thinking research schools provided participants chance to learn knowledge about research and thinking research, doing research and publication, and participate in the international conference. Methodology regarded ethnographic research. The tools of interpretation included participant observation, interview, and document analysis. The researchers as participants of the research project of thinking research schools tried to clarify what they learned about research from their way of seeing the view of research about enhancing students' thinking skills through participant observation. The findings revealed what and how teachers as apprenticeship learn about research through legitimate peripheral participation in the research project community of practice. The paper clarified teachers' conceptualization about research for enhancing students' thinking through the workshop, doing research, writing up research article with supported by experts, presenting research in the international conference, editing their research article on the way of publishing, and so on.

Assessment report of research and development activities. Activity: 'Advanced science research' (Pre-review report)

International Nuclear Information System (INIS)

2010-11-01

Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consulted an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for prior assessment of 'Advanced Science Research,' in accordance with 'General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research program and activities of the Advanced Science Research Center (hereinafter referred to as 'ASRC') for the period of five years from April 2010. The Committee evaluated the management and the research program of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the result of the assessment by the Committee with the Committee report attached from page 7. (author)

Study habits and skills, and academic achievement of students in Kerman University of medical sciences

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Esmat Noohi

2009-08-01

Full Text Available Background and purpose: Study skills is one important factor influencing academic achievement of students . We must replace ineffective models and habits of study with more fruitful skills in order to gain better learning. This study investigates the study skills and habits of medical students and their educational achievement.Methods: Based on a pilot study the sample size was estimates as 400. Systematic cluster sampling based on medical school registry of students was used. The subjects were medical sciences students of different program. Data gathered with a researcher – made questioner of study skills containing five part including demographic question ; 14 items on planning and time management; 20 on active reading , 8 on concentration and 18 on note taking; and 20 on study habits.Results: The mean score was 163/1±28/2 (range 50-250 for study skill and 25/6±6/86 (range 20-60 for study habits. The mean scores of students for different components of study skills were 16.89±1.7 for planning and time management (Possible of 14-70, 59.1±14.1 for reading comprehension and speed (20-100, 19.8±6.6 for concentration (8-40, and 46.43±13.8 for note taking (18-90.The major defects in students’ study skills were planning and time management followed by concentration and note taking skills. Study skills had a significant correlation with educational achievement (r = 0.101, P < 0.05 while study habits correlation with educational achievement was not significant (r = 0.085, P > 0.05. Although males scored slightly better in study habits and all components of study skills but this superiority was only significant for reading comprehension and speed.Conclusion: Students need to learn study skills early in their university life. results showed weakness in study habits and study skill and deficit in planning and time management ,concentration and note taking skill. We suggest educational course or workshop about university skills for students

Process-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course.

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Soltis, Robert; Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-02-17

To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.

Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

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Ryan, Eileen V.; Ryan, William H.

2015-11-01

A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.

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

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Meredith, Barry D.

2000-01-01

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

Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review.

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Boruff, Jill T; Harrison, Pamela

2018-01-01

This scoping review investigates how knowledge and skills are assessed in the information literacy (IL) instruction for students in physical therapy, occupational therapy, or speech-language pathology, regardless of whether the instruction was given by a librarian. The objectives were to discover what assessment measures were used, determine whether these assessment methods were tested for reliability and validity, and provide librarians with guidance on assessment methods to use in their instruction in evidence-based practice contexts. A scoping review methodology was used. A systematic search strategy was run in Ovid MEDLINE and adapted for CINAHL; EMBASE; Education Resources Information Center (ERIC) (EBSCO); Library and Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); and Proquest Theses and Dissertations from 1990 to January 16, 2017. Forty articles were included for data extraction. Three major themes emerged: types of measures used, type and context of librarian involvement, and skills and outcomes described. Thirty-four measures of attitude and thirty-seven measures of performance were identified. Course products were the most commonly used type of performance measure. Librarians were involved in almost half the studies, most frequently as instructor, but also as author or assessor. Information literacy skills such as question formulation and database searching were described in studies that did not involve a librarian. Librarians involved in instructional assessment can use rubrics such as the Valid Assessment of Learning in Undergraduate Education (VALUE) when grading assignments to improve the measurement of knowledge and skills in course-integrated IL instruction. The Adapted Fresno Test could be modified to better suit the real-life application of IL knowledge and skills.

Preparing clinical laboratory science students with teaching skills.

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Isabel, Jeanne M

2010-01-01

Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

The Role of Knowledge Creation and Its Dimensions in Management Skills of Managers of Tabriz University of Medical Sciences

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Mohammad-Ali Hemmati

2016-01-01

Full Text Available ​Background and Objectives : The purpose of this study was to study the role of knowledge creation and management skills of managers in Tabriz University of Medical Sciences. Material and Methods : This was a descriptive correlational study. The statistical population consisted of all managers (140 managers in Tabriz University of Medical Sciences. Census sampling method was used due to limited statistical population. The data were collected through management skills and knowledge creation questionnaire developed by Goudarzi (2002. The reliability was 0.933 and 0.792 respectively using Cronbach's alpha. The validity of the questionnaire was verified by management faculty members. Pearson correlation and multiple regression analysis were used to analyze the data. Results : Results showed that there was a positive relationship between knowledge creation and management skills of the managers. In addition, there was a positive and significant relationship between the management skills indicators (human, conceptual and technical and the knowledge creation variables. Multiple regression results indicated that the knowledge creation dimensions had a predictive role in human, perceptual and technical skills. A significant relationship between knowledge creation and management skills of managers indicated that managers should have access to the up-to-date knowledge to promote it in order to execute it at all levels within the organization to improvement staff and organization creativity. Conclusion : The results demonstrated that the enhancement of organizational knowledge creation and its dimensions lead to improvement of management skills.  Managers need to have dynamic capabilities to move towards knowledge creation and make the best use of available and potential resources of the organization to achieve these capabilities and identify, acquire, apply, integrate and combine the information, knowledge and skills.

The Effect of Using Mind Maps on the Development of Maths and Science Skills

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Polat, Ozgul; Yavuz, Ezgi Aksin; Tunc, Ayse Betul Ozkarabak

2017-01-01

The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values…

Process-Oriented Guided Inquiry Learning Strategy Enhances Students’ Higher Level Thinking Skills in a Pharmaceutical Sciences Course

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Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-01-01

Objective. To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Design. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Assessment. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. Conclusion. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting. PMID:25741027

Asilomar Leadership Skills Seminar: The Career Preparation, Advancement, and Enhancement of Women in California Community College Leadership

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Castillo-Garrison, Estella M.

2012-01-01

This mixed-methods research study examined the effects on the career preparation, advancement, and enhancement of women from California community college leadership who participated in the Asilomar Leadership Skills Seminar (Asilomar) from 2005-2011. Data were collected during the 2011-2012 academic year and were gathered from the results of 67…

The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences.

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Safari, Yahya; Meskini, Habibeh

2015-05-17

Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students' problem solving skills. The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (pproblem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (pproblem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students.

The Design and Use of Planetary Science Video Games to Teach Content while Enhancing Spatial Reasoning Skills

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Ziffer, Julie; Nadirli, Orkhan; Rudnick, Benjamin; Pinkham, Sunny; Montgomery, Benjamin

2016-10-01

Traditional teaching of Planetary Science requires students to possess well developed spatial reasoning skills (SRS). Recent research has demonstrated that SRS, long known to be crucial to math and science success, can be improved among students who lack these skills (Sorby et al., 2009). Teaching spatial reasoning is particularly valuable to women and minorities who, through societal pressure, often doubt their abilities (Hill et al., 2010). To address SRS deficiencies, our team is developing video games that embed SRS training into Planetary Science content. Our first game, on Moon Phases, addresses the two primary challenges faced by students trying to understand the Sun-Earth-Moon system: 1) visualizing the system (specifically the difference between the Sun-Earth orbital plane and the Earth-Moon orbital plane) and 2) comprehending the relationship between time and the position-phase of the Moon. In our second video game, the student varies an asteroid's rotational speed, shape, and orientation to the light source while observing how these changes effect the resulting light curve. To correctly pair objects to their light curves, students use spatial reasoning skills to imagine how light scattering off a three dimensional rotating object is imaged on a sensor plane and is then reduced to a series of points on a light curve plot. These two games represent the first of our developing suite of high-interest video games designed to teach content while increasing the student's competence in spatial reasoning.

Technologies Advance UAVs for Science, Military

Science.gov (United States)

2010-01-01

A Space Act Agreement with Goddard Space Flight Center and West Virginia University enabled Aurora Flight Sciences Corporation, of Manassas, Virginia, to develop cost-effective composite manufacturing capabilities and open a facility in West Virginia. The company now employs 160 workers at the plant, tasked with crafting airframe components for the Global Hawk unmanned aerial vehicle (UAV) program. While one third of the company's workforce focuses on Global Hawk production, the rest of the company develops advanced UAV technologies that are redefining traditional approaches to unmanned aviation. Since the company's founding, Aurora s cutting-edge work has been supported with funding from NASA's Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) programs.

Hierarchy curriculum for practical skills training in optics and photonics

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Zheng, XiaoDong; Wang, XiaoPing; Liu, Xu; Liu, XiangDong; Lin, YuanFang

2017-08-01

The employers in optical engineering fields hope to recruit students who are capable of applying optical principles to solve engineering problems and have strong laboratory skills. In Zhejiang University, a hierarchy curriculum for practical skill training has been constructed to satisfy this demand. This curriculum includes "Introductive practicum" for freshmen, "Opto-mechanical systems design", "Engineering training", "Electronic system design", "Student research training program (SRTP)", "National University Students' Optical-Science-Technology Competition game", and "Offcampus externship". Without cutting optical theory credit hours, this hierarchy curriculum provides a step-by-step solution to enhance students' practical skills. By following such a hierarchy curriculum, students can smoothly advance from a novice to a qualified professional expert in optics. They will be able to utilize optical engineering tools to design, build, analyze, improve, and test systems, and will be able to work effectively in teams to solve problems in engineering and design.

Assessment of Entrepreneurial Skills and Its Association with Social Intelligence in Students of Kermanshah University of Medical Sciences

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Yahya Safari

2013-12-01

Full Text Available Introduction: Social intelligence and entrepreneurship are among features leading to the academic and career achievements. Due to the importance of this issue, the present study was performed to determine the level of entrepreneurial skills in students of Kermanshah University of Medical Sciences and its association with social intelligence. Methods: In this descriptive cross-sectional study by using systematic random sampling method, we selected 350 students at Kermanshah University of Medical Sciences. Data were collected using entrepreneurial skills standard and social intelligence questionnaires. Reliability and validity of two questionnaires have been already assessed in previous studies. Results analyzed by descriptive statistics and Pearson correlation coefficient test. Results: Students’ entrepreneurial skill was totally 255.69 which is assessed at poor scores range. Research findings also indicated the presence of a statistically significantly positive association between social intelligence and risk-taking (r=0.14 P=0.035, locus of control (r=0.72, P=0.019, need to achievement (r=0.54, P=0.012, mental health (r=0.53, P=0.033, pragmatism (r=0.45, P=0.04, ambiguity toleration (r=0.58, P=0.029, positive thinking (r=0.72, P=0.019, and challenging (r=0.29, P=0.016. Conclusion: Given the students’ poor entrepreneurial skills and the correlation between social intelligence and entrepreneurial components, it is recommended to strengthen social intelligence and consequently promote entrepreneurial skills.

Performative Social Science: A Consideration of Skills, Purpose and Context

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Brian Roberts

2008-05-01

Full Text Available This article reviews recent work applying a notion of "performance" in the study and representation of lives. It tries to clarify some of the issues involved—including the meaning of "performance"—and "performative"—the range of possible approaches (e.g., in addition to drama—other arts and the relationship between "subjects", "researcher" and "audience". An immediate concern is the nature of the researcher—as having the necessary skills and abilities or knowledge involved in "performance" (in researching, writing, recording and representing, as engaged (to some extent in "artistic" endeavour, and moving between a number of "roles" and social relations in "performing" with/to others (the "researched" group, audience and society. An important issue for social science in crossing or bridging the social science-arts, in taking up "performative approaches", is "What remains distinctive about the social science if it becomes involved with performance approaches?" As a source for comparison (and inspiration, some brief reference will be made to the work of KANDINSKY—who moved across disciplinary boundaries and artistic practices—as ethnographer, painter, teacher, designer, theorist and poet. Finally, perhaps, there is a deeper "turn" indicated by the "turn to performance" in the study of lives, a more "complete" portrait of the individual as an active, communicative and sensual being. URN: urn:nbn:de:0114-fqs0802588

Innovations and advances in computing, informatics, systems sciences, networking and engineering

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Elleithy, Khaled

2015-01-01

Innovations and Advances in Computing, Informatics, Systems Sciences, Networking and Engineering  This book includes a set of rigorously reviewed world-class manuscripts addressing and detailing state-of-the-art research projects in the areas of Computer Science, Informatics, and Systems Sciences, and Engineering. It includes selected papers from the conference proceedings of the Eighth and some selected papers of the Ninth International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering (CISSE 2012 & CISSE 2013). Coverage includes topics in: Industrial Electronics, Technology & Automation, Telecommunications and Networking, Systems, Computing Sciences and Software Engineering, Engineering Education, Instructional Technology, Assessment, and E-learning.  ·       Provides the latest in a series of books growing out of the International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering; ·       Includes chapters in the most a...

Promoting children's agency and communication skills in an informal science program

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Wulf, Rosemary; Hinko, Kathleen; Finkelstein, Noah

2013-01-01

The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder brings together university and community institutions to create an environment where K-12 students join with university educators to engage in inquiry-based scientific practices after school. In our original framing, these afterschool activities were developed to reinforce the traditional learning goals of the classroom, including mastering scientific content, skills and processes. Recently, the primary focus of the PISEC curriculum has been shifted towards the development of students' scientific identity, an explicit objective of informal learning environments. The new curriculum offers students more activity choices, affords opportunities for scientific drawings and descriptions, and provides incentive for students to design their own experiments. We have analyzed student science notebooks from both old and new curricula and find that with the redesigned curriculum, students exhibit increased agency and more instances of scientific communication while still demonstrating substantial content learning gains.

Predicting Students' Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables

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Nehring, Andreas; Nowak, Kathrin H.; Belzen, Annette Upmeier zu; Tiemann, Rüdiger

2015-06-01

Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n = 780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students' inquiry skills. The results show that students' characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.

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.

Mentoring Faculty: Results from National Science Foundation's ADVANCE Program

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Holmes, M. A.

2015-12-01

Faculty mentoring programs are common components of National Science Foundation ADVANCE awards. The ADVANCE program aims to increase the number of women on the faculty in science, technology, engineering and mathematics (STEM) departments through grants to individuals and to entire institutions. These grants target a change in institutional culture so that faculty from non-majority groups will succeed and thrive. Mentoring programs are generally designed to fit the particular institution(s) or target population (e.g., meteorologists at the beginning of their careers). A successful mentoring program makes the implicit knowledge necessary for faculty success explicit: policies and practices are made transparent; routes for finding answers are clarified or generated with faculty input; faculty overcome a sense of isolation and develop a community. Mentoring programs may be formal, with assigned mentors and mentees, or informal, with opportunities for beginning, middle and advanced career STEM faculty to mingle, generally over food and sometimes with a formal speaker. The programs are formally evaluated; in general, attention to mentoring generates better outcomes for all faculty. Research indicates that most successful scientists have a network of mentors rather than relying on one person to help navigate department, institution, and profession. The University of Nebraska-Lincoln's (UNL) award, ADVANCE-Nebraska, offered opportunities for faculty to informally network over luncheons with women speakers, advanced in their careers. We also offered after-hours networking receptions. In response to faculty feedback, we shifted to a series of panel discussions entitled "Conversations". Most panels were conducted by successful UNL faculty; about one-third had an outside expert on a given topic. Topics were chosen based on faculty feedback and targeted specifically to beginning faculty (How to Start Up a Lab; How to Balance Teaching and Writing), mid-career faculty (Putting

From Log Files to Assessment Metrics: Measuring Students' Science Inquiry Skills Using Educational Data Mining

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Gobert, Janice D.; Sao Pedro, Michael; Raziuddin, Juelaila; Baker, Ryan S.

2013-01-01

We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use…

Three principles to improve clinician communication for advance care planning: overcoming emotional, cognitive, and skill barriers.

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Weiner, Joseph S; Cole, Steven A

2004-12-01

Medical care of patients with life limiting illness remains fraught with serious deficiencies, including inadequate advance care planning, delayed hospice referral, and continued delivery of aggressive treatment that is overtly counter to patients' preferences. This paper describes clinicians' emotional, cognitive, and skill barriers to shared decision-making with seriously ill patients and their loved ones. Thematic literature review. Based on a literature review, as well as clinical and educational experience, we articulate three principles to address these barriers and guide future professional communication training for advance care planning. We argue that these barriers must be overcome before deficiencies in end-of-life care can be fully ameliorated.

Gaming science: the "Gamification" of scientific thinking.

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Morris, Bradley J; Croker, Steve; Zimmerman, Corinne; Gill, Devin; Romig, Connie

2013-09-09

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

Innovative learning model for improving students’ argumentation skill and concept understanding on science

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Nafsiati Astuti, Rini

2018-04-01

Argumentation skill is the ability to compose and maintain arguments consisting of claims, supports for evidence, and strengthened-reasons. Argumentation is an important skill student needs to face the challenges of globalization in the 21st century. It is not an ability that can be developed by itself along with the physical development of human, but it must be developed under nerve like process, giving stimulus so as to require a person to be able to argue. Therefore, teachers should develop students’ skill of arguing in science learning in the classroom. The purpose of this study is to obtain an innovative learning model that are valid in terms of content and construct in improving the skills of argumentation and concept understanding of junior high school students. The assessment of content validity and construct validity was done through Focus Group Discussion (FGD), using the content and construct validation sheet, book model, learning video, and a set of learning aids for one meeting. Assessment results from 3 (three) experts showed that the learning model developed in the category was valid. The validity itself shows that the developed learning model has met the content requirement, the student needs, state of the art, strong theoretical and empirical foundation and construct validity, which has a connection of syntax stages and components of learning model so that it can be applied in the classroom activities

Development of biology student worksheets to facilitate science process skills of student

Science.gov (United States)

Rahayu, Y. S.; Pratiwi, R.; Indana, S.

2018-01-01

This research aims to describe development of Biology student worksheets to facilitate science process skills of student, at the same time to facilitate thinking skills of students in senior high school are equipped with Assesment Sheets. The worksheets development refers to cycle which includes phase analysis (analysis), planning (planning), design (design), development (development), implementation (implementation), evaluation and revision (evaluation and revision). Phase evaluation and revision is an ongoing activity conducted in each phase of the development cycle. That is, after the evaluation of the results of these activities and make revisions at any phase, then continue to the next phase. Based on the test results for grade X, XI, and XII in St. Agnes Surabaya high school, obtained some important findings. The findings are as follows. (1) Developed biology student worksheets could be used to facilitate thinking ability of students in particular skills integrated process that includes components to formulate the problem, formulate hypotheses, determine the study variables, formulate an operational definition of variables, determine the steps in the research, planning data tables, organizing Data in the form of tables/charts, drawing conclusions, (2) Developed biology student worksheets could also facilitate the development of social interaction of students such as working together, listening/respect the opinions of others, assembling equipment and materials, discuss and share information and facilitate the upgrading of skills hands-on student activity. (3) Developed biology worksheets basically could be implemented with the guidance of the teacher step by step, especially for students who have never used a similar worksheet. Guidance at the beginning of this need, especially for worksheets that require special skills or understanding of specific concepts as a prerequisite, such as using a microscope, determine the heart rate, understand the mechanism of

Factors Influencing Students' Perceptions of Their Quantitative Skills

Science.gov (United States)

Matthews, Kelly E.; Hodgson, Yvonne; Varsavsky, Cristina

2013-01-01

There is international agreement that quantitative skills (QS) are an essential graduate competence in science. QS refer to the application of mathematical and statistical thinking and reasoning in science. This study reports on the use of the Science Students Skills Inventory to capture final year science students' perceptions of their QS across…

An exploration of elementary science teachers' expertise, creativity skills, and motivation in relation to the use of an innovation and the delivery of high-quality science instruction

Science.gov (United States)

Falkenberg, Karen L.

This two-year study sought to uncover characteristic differences among a purposive sample of 23 elementary teachers who were using an elementary science innovation with various levels of proficiency. Two theoretical frameworks supported the development of the research, the Concerns Based Adoption Model Level of Use (LoU) (Hord, Rutherford, Huling-Austin & Hall, 1987) and Amabile's (1996) Componential Model of Creativity. Both qualitative and quantitative methodologies were employed to gather data on participants' science content knowledge, pedagogical skill, creativity relevant process skills, motivation orientation, self-efficacy, outcome expectancy and workplace environment. Results dispute the common conception among educators that "mechanical use" teachers do not provide high quality lessons. A new method for categorizing teachers' proficiency with an innovation is suggested by this study that incorporates both qualitative data from the LoU interview and classroom observation. Additionally, results show that the quality of the observed science lessons was associated with a teacher's creativity. The data suggest that a teacher's creativity relevant process skills and expertise are indicators of lesson quality. There were important differences among teachers' conceptions of creativity, how they involved students in the reported lessons and in the type of adaptations they made to the innovation. The more creative teachers tended to provide lessons that were more complex, of longer duration, had ties to student home life, and used multiple resources. Following an analysis of these results is a set of suggested professional development strategies and workplace changes to support less proficient teachers in their ability to provide higher quality elementary science lessons.

DEVELOPMENT OF PHYSICS STUDENT WORK SHEET (SWS TO BUILD SCIENCE PROCESS SKILL VALUED CONSERVATION

Directory of Open Access Journals (Sweden)

D. Yulianti

2015-07-01

Full Text Available Student Work Sheet (SWS which contains only a summary of the material and exercises does not train students to investigate and develop conservation values. The research objective is to also prepared worksheets guided inquiry that can enhance science process skills, understanding of the concept and develop conservation value. Elements of inquiry and conservation value generated through work instructions and investigation. The study was performed by using one group pretest-posttest design. Research procedures include observation and identification of weaknesses worksheets, planning, early product development and initial field trials. Feasibility and legibility using questionnaires and tests hiatus. The value of understanding the concept derived from the pretest-posttest. Data science process skills gained from the observation during the lesson. Conservation values obtained from the students' self-assessment questionnaire and assessment questionnaire between friends. The analysis showed guided inquiry SWS easy to understand and very fit for use as teaching materials. Test gain showed guided inquiry SWS can enhance science process skills and conceptual understanding, and can be used as a medium to develop conservation value.LKS yang hanya berisi ringkasan materi dan latihan soal tidak melatih siswa melakukan penyelidikan dan mengembangkan nilai konservasi. Tujuan penelitian R&D ini adalah menyususn LKS yang mampu meningkatkan keterampilan proses sains, pemahaman konsep dan nilai konservasi. Nilai konservasi dimunculkan melalui petunjuk kerja dan kegiatan penyelidikan.Ujicoba menggunakanOne Group Pretest-Posttest Design. Prosedur penelitian meliputi observasi dan identifikasi kelemahan LKS, perencanaan, pengembangan produk awal dan uji coba lapangan awal. Uji kelayakan dan keterbacaan menggunakan angket dan tes rumpang. Nilai pemahaman konsep  diperoleh dari pretest-posttest. Data keterampilan proses sains diperoleh dari hasil observasi

Advanced Technologies and Instrumentation at the National Science Foundation

Science.gov (United States)

Kurczynski, Peter; Neff, James E.

2018-01-01

Over its more than thirty-year history, the Advanced Technologies and Instrumentation (ATI) program within the Division of Astronomical Sciences has provided grants to support the development and deployment of detectors and instrumentation for ground-based astronomy. This program has enabled scientific advances in diverse fields from solar physics to exoplanets to cosmology. ATI has provided instrumentation for both small and large observatories from radio through visible wavebands. It has played a role in the early development of major initiatives such as the Large Synoptic Survey Telescope. Technology development for astronomy unfolds over a longer period than the lifetime of a single grant. This review will consider ATI from an historical perspective to assess its impact on astronomy.

A Programme-Wide Training Framework to Facilitate Scientific Communication Skills Development amongst Biological Sciences Masters Students

Science.gov (United States)

Divan, Aysha; Mason, Sam

2016-01-01

In this article we describe the effectiveness of a programme-wide communication skills training framework incorporated within a one-year biological sciences taught Masters course designed to enhance the competency of students in communicating scientific research principally to a scientific audience. In one class we analysed the numerical marks…

Advanced Surgical Skills for Exposure in Trauma (ASSET): the first 25 courses.

Science.gov (United States)

Bowyer, Mark W; Kuhls, Deborah A; Haskin, Danielle; Sallee, Richard A; Henry, Sharon M; Garcia, George D; Luchette, Frederick A

2013-08-01

The Advanced Surgical Skills for Exposure in Trauma (ASSET) course was developed to address limited experience of residents and practicing surgeons (PS) in rapid exposure of major blood vessels for trauma. This one day, case based, scenario driven, fresh cadaver dissection course emphasizes rapid surgical exposure of the vasculature of the neck, chest, abdomen, pelvis and extremities with additional focus on fasciotomies and pelvic packing. Contained herein are the results of the first 25 courses. Data collected from 25 ASSET courses conducted between September 2010 and February 2012 included self-reported comfort level (5 point Likert scale) with each of 25 specific skills before and upon completion of the course, and evaluation of the course content. Statistical analysis was accomplished using the Student t-test with α set at P ASSET sites. Self-assessed comfort levels for all 25 queried skills and exposures improved significantly over baseline with P values ranging from 1.6 × 10(-7) to 3.9 × 10(-41). Participants gained new knowledge (4.83 on 5 point scale); learned new techniques (4.83), felt better prepared to expose traumatically injured vessels (4.88), and would recommend the course to a colleague (4.92). The ASSET course was well received and significantly improved self-reported confidence in the exposures needed to care for trauma in both surgical trainees and PS. Ongoing experience with this course will enable more comprehensive psychometric analysis and further validation of this curriculum. Published by Elsevier Inc.

[Activities of Research Institute for Advanced Computer Science

Science.gov (United States)

Gross, Anthony R. (Technical Monitor); Leiner, Barry M.

2001-01-01

The Research Institute for Advanced Computer Science (RIACS) carries out basic research and technology development in computer science, in support of the National Aeronautics and Space Administrations missions. RIACS is located at the NASA Ames Research Center, Moffett Field, California. RIACS research focuses on the three cornerstones of IT research necessary to meet the future challenges of NASA missions: 1. Automated Reasoning for Autonomous Systems Techniques are being developed enabling spacecraft that will be self-guiding and self-correcting to the extent that they will require little or no human intervention. Such craft will be equipped to independently solve problems as they arise, and fulfill their missions with minimum direction from Earth. 2. Human-Centered Computing Many NASA missions require synergy between humans and computers, with sophisticated computational aids amplifying human cognitive and perceptual abilities. 3. High Performance Computing and Networking Advances in the performance of computing and networking continue to have major impact on a variety of NASA endeavors, ranging from modeling and simulation to analysis of large scientific datasets to collaborative engineering, planning and execution. In addition, RIACS collaborates with NASA scientists to apply IT research to a variety of NASA application domains. RIACS also engages in other activities, such as workshops, seminars, visiting scientist programs and student summer programs, designed to encourage and facilitate collaboration between the university and NASA IT research communities.

"Discoveries in Planetary Sciences": Slide Sets Highlighting New Advances for Astronomy Educators

Science.gov (United States)

Brain, D. A.; Schneider, N. M.; Beyer, R. A.

2010-12-01

Planetary science is a field that evolves rapidly, motivated by spacecraft mission results. Exciting new mission results are generally communicated rather quickly to the public in the form of press releases and news stories, but it can take several years for new advances to work their way into college textbooks. Yet it is important for students to have exposure to these new advances for a number of reasons. In some cases, new work renders older textbook knowledge incorrect or incomplete. In some cases, new discoveries make it possible to emphasize older textbook knowledge in a new way. In all cases, new advances provide exciting and accessible examples of the scientific process in action. To bridge the gap between textbooks and new advances in planetary sciences we have developed content on new discoveries for use by undergraduate instructors. Called 'Discoveries in Planetary Sciences', each new discovery is summarized in a 3-slide PowerPoint presentation. The first slide describes the discovery, the second slide discusses the underlying planetary science concepts, and the third presents the big picture implications of the discovery. A fourth slide includes links to associated press releases, images, and primary sources. This effort is generously sponsored by the Division for Planetary Sciences of the American Astronomical Society, and the slide sets are available at http://dps.aas.org/education/dpsdisc/. Sixteen slide sets have been released so far covering topics spanning all sub-disciplines of planetary science. Results from the following spacecraft missions have been highlighted: MESSENGER, the Spirit and Opportunity rovers, Cassini, LCROSS, EPOXI, Chandrayan, Mars Reconnaissance Orbiter, Mars Express, and Venus Express. Additionally, new results from Earth-orbiting and ground-based observing platforms and programs such as Hubble, Keck, IRTF, the Catalina Sky Survey, HARPS, MEarth, Spitzer, and amateur astronomers have been highlighted. 4-5 new slide sets are

Inculcating and encouraging the use of critical thinking skills in science student teachers in Malaysia

Science.gov (United States)

Osman, Kamisah

Malaysia is a multi-racial, largely Muslim, country rapidly emerging from a colonialist past and preparing itself to compete in a global society. The Malaysian government whilst striving to retain its moral and cultural identity has recently introduced long term plans through its Vision 2020 programme, giving direction to its educational thrust at primary, secondary and tertiary levels well into the new millennium. It is envisaged that important among the skills Malaysians will need to have to take advantage of their new position in the world order is the ability to think creatively and critically and be capable of solving problems and making decisions between an awesome array of choice. The importance of education in developing such skills is explicitly recognised in Vision 2020. This thesis looks specifically at how this might be accomplished in the training of secondary school science teachers. This study uses an array of instruments, including the California Critical Thinking Disposition Inventory, the Cornell Critical Thinking Test, Level X, the Science Teaching Observation Schedule, and a number of instruments specifically developed for the study, all of whose reliability and validity are carefully established. The study seeks to explore the effectiveness of an intervention strategy in changing pre-service science teachers' dispositions towards critical thinking, their level of professional knowledge and understanding of critical thinking in the secondary science curriculum, and their changing behaviour in the science classroom as a result of this intervention strategy. Using a quasi-experimental research design, data is collected from some 142 science student teachers in the Universiti Kebangsaan Malaysia. The students were subdivided into a control and two experimental groups, the latter receiving two different instructional programmes. Multiple analysis of variance techniques demonstrated a correlation between intervention strategy and improved attitude

Advancing the science of forest hydrology A challenge to agricultural and biological engineers

Science.gov (United States)

Devendra Amatya; Wayne Skaggs; Carl Trettin

2009-01-01

For more than a century, agricultural and biological engineers have provided major advances in science, engineering, and technology to increase food and fiber production to meet the demands of a rapidly growing global population. The land base for these technological advances has originated largely from forested lands, which have experienced dramatic declines over the...

Advances and challenges in computational plasma science

International Nuclear Information System (INIS)

Tang, W M; Chan, V S

2005-01-01

Scientific simulation, which provides a natural bridge between theory and experiment, is an essential tool for understanding complex plasma behaviour. Recent advances in simulations of magnetically confined plasmas are reviewed in this paper, with illustrative examples, chosen from associated research areas such as microturbulence, magnetohydrodynamics and other topics. Progress has been stimulated, in particular, by the exponential growth of computer speed along with significant improvements in computer technology. The advances in both particle and fluid simulations of fine-scale turbulence and large-scale dynamics have produced increasingly good agreement between experimental observations and computational modelling. This was enabled by two key factors: (a) innovative advances in analytic and computational methods for developing reduced descriptions of physics phenomena spanning widely disparate temporal and spatial scales and (b) access to powerful new computational resources. Excellent progress has been made in developing codes for which computer run-time and problem-size scale well with the number of processors on massively parallel processors (MPPs). Examples include the effective usage of the full power of multi-teraflop (multi-trillion floating point computations per second) MPPs to produce three-dimensional, general geometry, nonlinear particle simulations that have accelerated advances in understanding the nature of turbulence self-regulation by zonal flows. These calculations, which typically utilized billions of particles for thousands of time-steps, would not have been possible without access to powerful present generation MPP computers and the associated diagnostic and visualization capabilities. In looking towards the future, the current results from advanced simulations provide great encouragement for being able to include increasingly realistic dynamics to enable deeper physics insights into plasmas in both natural and laboratory environments. This

Recent Advances in Hyporheic Zone Science

Science.gov (United States)

Hester, E. T.

2017-12-01

The hyporheic zone exists beneath and adjacent to streams and rivers where surface water and groundwater interact. It provides unique habitat for aquatic organisms, can buffer surface water temperatures, and can be highly reactive, processing nutrients and improving water quality. The hyporheic zone is the subject of considerable research and the past year in WRR witnessed important conceptual advances. A key focus was rigorous evaluation of mixing between surface water and groundwater that occurs within hyporheic sediments. Field observations indicate that greater mixing occurs in the hyporheic zone than in deeper groundwater, and this distinction has been explored by recent numerical modeling studies, but more research is needed to fully understand the causes. A commentary this year in WRR proposed that hyporheic mixing is enhanced by a combination of fluctuating boundary conditions and multiscale physical and chemical spatial heterogeneity but confirmation is left to future research. This year also witnessed the boundaries of knowledge pushed back in a number of other key areas. Field quantification of hyporheic exchange and reactions benefited from advances including the use and interpretation of high frequency nutrient sensors, actively heater fiber optic sensors, isotope tracers, and geophysical methods such as electrical resistivity imaging. Conceptual advances were made in understanding the effects of unsteady environmental conditions (e.g., tides and storms) and preferential flow on hyporheic processes. Finally, hyporheic science is being brought increasingly to bear on applied issues such as informing nutrient removal crediting for stream restoration practices, for example in the Chesapeake Bay watershed.

Preschool Life Skills: Recent Advancements and Future Directions

Science.gov (United States)

Fahmie, Tara A.; Luczynski, Kevin C.

2018-01-01

Over the past decade, researchers have replicated and extended research on the preschool life skills (PLS) program developed by Hanley, Heal, Tiger, and Ingvarsson (2007). This review summarizes recent research with respect to maximizing skill acquisition, improving generality, evaluating feasibility and acceptability, and testing predictions of…

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

Science.gov (United States)

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

2004-12-01

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

International conference on Advances in Engineering Technologies and Physical Science

CERN Document Server

Ao, Sio-Iong; Rieger, Burghard; IAENG Transactions on Engineering Technologies : Special Edition of the World Congress on Engineering and Computer Science 2011

2013-01-01

This volume contains thirty revised and extended research articles written by prominent researchers participating in an international conference in engineering technologies and physical science and applications. The conference serves as good platforms for the engineering community to meet with each other and to exchange ideas. The conference has also struck a balance between theoretical and application development. The conference is truly international meeting with a high level of participation from many countries. Topics covered include chemical engineering, circuits, communications systems, control theory, engineering mathematics, systems engineering, manufacture engineering, and industrial applications. The book offers the state of art of tremendous advances in engineering technologies and physical science and applications, and also serves as an excellent reference work for researchers and graduate students working with/on engineering technologies and physical science and applications.

Best practices for basic and advanced skills in health care service recovery: a case study of a re-admitted patient.

Science.gov (United States)

Hayden, Anna C; Pichert, James W; Fawcett, Jodi; Moore, Ilene N; Hickson, Gerald B

2010-07-01

Service recovery refers to an organizations entire process for facilitating resolution of dissatisfactions, whether or not visible to patients and families. Patients are an important resource for reporting miscommunications, provider inattention, rudeness, or delays, especially if they perceive a connection to misdiagnosis or failed treatment. Health systems that encourage patients to be "the eyes and ears" of individual and team performance capitalize on a rich source of data for quality improvement and risk prevention. Effective service recovery requires organizations (1) to learn about negative perceptions and experiences and (2) to create an infrastructure that supports staff's ability to respond. Service recovery requires the exercise of both basic and advanced skills. We term certain skills as advanced because of the significant variation in their use or endorsement among 30 health care organizations in the United States. On the basis of our work with the 30 organizations, a mnemonic, HEARD, incorporates best practices for basic service recovery processes: Hearing the person's concern; Empathizing with the person raising the issue; Acknowledging, expressing appreciation to the person for sharing, and Apologizing when warranted; Responding to the problem, setting time lines and expectations for follow-up; and Documenting or Delegating the documentation to the appropriate person. Impartiality, chain of command, setting boundaries, and Documentation represent four advanced service recovery skills critical for addressing challenging situations. Using best practices in service recovery enables the organization to do its best to make right what patients and family members experience as wrong.

Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom

Science.gov (United States)

Ochsner, Karl

Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and ISTE NET*S, along with the framework from the Partnership for 21st Century Learning Standards, our society demands students not only to learn curriculum, but to think critically, problem solve effectively, and become adept at communicating and collaborating. Didactic digital movie making in the science classroom may be one way that these twenty-first century learning skills may be implemented. An action research study using a mixed-methods approach to collect data was used to investigate if didactic moviemaking can help eighth grade students learn physical science content while incorporating 21st century learning skills of collaboration, communication, problem solving and critical thinking skills through their group production. Over a five week period, students researched lessons, wrote scripts, acted, video recorded and edited a didactic movie that contained a narrative plot to teach a science strand from the Arizona State Standards in physical science. A pretest/posttest science content test and KWL chart was given before and after the innovation to measure content learned by the students. Students then took a 21st Century Learning Skills Student Survey to measure how much they perceived that communication, collaboration, problem solving and critical thinking were taking place during the production. An open ended survey and a focus group of four students were used for qualitative analysis. Three science teachers used a project evaluation rubric to measure science content and production values from the movies. Triangulating the science content test, KWL chart, open ended questions and the project evaluation rubric, it

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

Science.gov (United States)

Bramwell-Lalor, Sharon; Rainford, Marcia

2014-01-01

This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from…

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

Science.gov (United States)

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…

Communication skills of heads of departments: verbal, listening, and feedback skills.

Science.gov (United States)

Hamidi, Yadollah; Barati, Majid

2011-11-04

Managers' communication skills are one of the most important topics in educational sector of universities of medical sciences and may have considerable effect on faculty members and employees. This study was per-formed to determine the level of communication skills (verbal, listening, feed-back) of the heads of department of faculties and its relation with some demo-graphic variables. This cross-sectional study was conducted from June 2009 to January 2010. We enrolled all of the heads of departments (N=60) in Hamadan University of Medical Sciences, western Iran. The participants received a self-administered 24-item questionnaire in Likert format (six general items and 18 items related to communication skills). Data were analyzed with SPSS software using Chi-square and Fisher's exact tests. The average scores of verbal, listening and feedback communication were 22.5, 16.1 and 21.1, respectively. Accordingly, 78.3% of participants in verbal communication, 16.7% in listening communication and 73.3% in feedback communication had high status. There were significant differences between the average score of listening skills and age (P=0.013) as well as gender (P=0.042). In addition, there was a significant statistical difference between verbal skills and gender (P=0.021). The overall communication skills of more than half of the heads of departments were moderate. This needs designing some programs for improving department managers' communication skills.

Advanced biomass science and technology for bio-based products: proceedings

Science.gov (United States)

Chung Hse; Zehui Jiang; Mon-Lin Kuo

2009-01-01

This book was developed from the proceedings of the Advanced Biomass Science and Technology for Bio-Based Products Symposium held in Beijing, China, May 23-25, 2007. The symposium was designed to provide a forum for researchers, producers, and consumers of biomass and bio-based products; to exchange information and ideas; and to stimulate new research and...

Themes addressed by couples with advanced cancer during a communication skills training intervention.

Science.gov (United States)

Porter, Laura S; Fish, Laura; Steinhauser, Karen

2018-04-25

Couple-based communication interventions have beneficial effects for patients with cancer and their partners. However, few studies have targeted patients with advanced stages of disease and little is known about how best to assist couples in discussing issues related to life-limiting illness. The purpose of the present study was to identify themes couples addressed during a couple communication skills intervention, and the frequency with which they discussed issues related to end-of-life. Content analyses were conducted on recordings of 72 sessions from 12 couples facing advanced gastrointestinal (GI) cancer. Coding was based six themes identified a priori from the framework for understanding what patients and family value at end of life. The percent of couples addressing each theme was calculated to gauge level of importance and acceptability of these topics. The majority of couples addressed topics previously identified as salient at end-of-life, including clear decision making, affirmation of the whole person, pain and symptom management, contributing to others, and preparation for death. In addition, novel aspects to these themes emerged in the context of couples' conversations, illustrating the importance of the couple relationship in adjusting to life with a life-limiting illness and anticipating the transition to end-of-life. Findings suggest that couples likely would be receptive to an intervention that combines training in communication skills with guidance in focusing on issues related to life completion to assist with transitions at end of life. Such interventions might enhance both individuals' abilities to cope with illness-related symptoms and demands, enjoy the time they have together, and derive meaning from the experience. Copyright © 2018. Published by Elsevier Inc.

A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students.

Science.gov (United States)

Zimbardi, Kirsten; Bugarcic, Andrea; Colthorpe, Kay; Good, Jonathan P; Lluka, Lesley J

2013-12-01

Science graduates require critical thinking skills to deal with the complex problems they will face in their 21st century workplaces. Inquiry-based curricula can provide students with the opportunities to develop such critical thinking skills; however, evidence suggests that an inappropriate level of autonomy provided to underprepared students may not only be daunting to students but also detrimental to their learning. After a major review of the Bachelor of Science, we developed, implemented, and evaluated a series of three vertically integrated courses with inquiry-style laboratory practicals for early-stage undergraduate students in biomedical science. These practical curricula were designed so that students would work with increasing autonomy and ownership of their research projects to develop increasingly advanced scientific thinking and communication skills. Students undertaking the first iteration of these three vertically integrated courses reported learning gains in course content as well as skills in scientific writing, hypothesis construction, experimental design, data analysis, and interpreting results. Students also demonstrated increasing skills in both hypothesis formulation and communication of findings as a result of participating in the inquiry-based curricula and completing the associated practical assessment tasks. Here, we report the specific aspects of the curricula that students reported as having the greatest impact on their learning and the particular elements of hypothesis formulation and communication of findings that were more challenging for students to master. These findings provide important implications for science educators concerned with designing curricula to promote scientific thinking and communication skills alongside content acquisition.

An evaluation of the role of email in promoting science investigative skills in primary rural schools in England

Science.gov (United States)

Jarvis, Tina; Hargreaves, Linda; Comber, Chris

1997-06-01

This project evaluated the effect of collaboration via email links on the quality of 10-11 year old students’ science investigative skills in six primary rural schools. After a joint planning meeting, sixty children collected, identified and shared information via email about moths in their area, in order to produce a joint booklet. All email traffic was monitored throughout the project. Indepth structured observations and interviews were carried out at the schools. Children completed daily diaries. The children demonstrated a variety of science skills, particularly observation and recording. Their competence and confidence in using computers, handling email and in manipulating a data base developed during the project. The project identified a number of important issues relating to teacher inservice training requirements, the importance of a suitable progression of IT experiences throughout the school, development in cooperative groupwork for children, and software design.

Science and sociability: women as audience at the British Association for the Advancement of Science, 1831-1901.

Science.gov (United States)

Higgitt, Rebekah; Withers, Charles W J

2008-03-01

This essay recovers the experiences of women at the meetings of the British Association for the Advancement of Science (BAAS) from its founding in 1831 to the end of the Victorian era. It aims to add to research on women in science by reconsidering the traditional role of women as consumers rather than producers of knowledge and to that on science popularization by focusing on audience experience rather than on the aims and strategies of popularizers. The essay argues that, in various ways, the ubiquitous and visible female audience came to define the BAAS audience and "the public" for science more generally. The women who swelled the BAAS audiences were accepted as a social element within the meetings even as they were regarded critically as scientific participants. Portrayed as passive and nonscientific, women allowed the male scientific elites to distance themselves from their audiences. Arguing from diary and other evidence, we present examples that complicate existing notions of audiences for science as necessarily active.

Lindstrom Receives 2013 Ocean Sciences Award: Citation

Science.gov (United States)

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

2014-09-01

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

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

Science.gov (United States)

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

2018-05-01

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

Research Institute for Advanced Computer Science

Science.gov (United States)

Gross, Anthony R. (Technical Monitor); Leiner, Barry M.

2000-01-01

The Research Institute for Advanced Computer Science (RIACS) carries out basic research and technology development in computer science, in support of the National Aeronautics and Space Administration's missions. RIACS is located at the NASA Ames Research Center. It currently operates under a multiple year grant/cooperative agreement that began on October 1, 1997 and is up for renewal in the year 2002. Ames has been designated NASA's Center of Excellence in Information Technology. In this capacity, Ames is charged with the responsibility to build an Information Technology Research Program that is preeminent within NASA. RIACS serves as a bridge between NASA Ames and the academic community, and RIACS scientists and visitors work in close collaboration with NASA scientists. RIACS has the additional goal of broadening the base of researchers in these areas of importance to the nation's space and aeronautics enterprises. RIACS research focuses on the three cornerstones of information technology research necessary to meet the future challenges of NASA missions: (1) Automated Reasoning for Autonomous Systems. Techniques are being developed enabling spacecraft that will be self-guiding and self-correcting to the extent that they will require little or no human intervention. Such craft will be equipped to independently solve problems as they arise, and fulfill their missions with minimum direction from Earth; (2) Human-Centered Computing. Many NASA missions require synergy between humans and computers, with sophisticated computational aids amplifying human cognitive and perceptual abilities; (3) High Performance Computing and Networking. Advances in the performance of computing and networking continue to have major impact on a variety of NASA endeavors, ranging from modeling and simulation to data analysis of large datasets to collaborative engineering, planning and execution. In addition, RIACS collaborates with NASA scientists to apply information technology research to a

Virtual laboratory learning media development to improve science literacy skills of mechanical engineering students on basic physics concept of material measurement

Science.gov (United States)

Jannati, E. D.; Setiawan, A.; Siahaan, P.; Rochman, C.

2018-05-01

This study aims to determine the description of virtual laboratory learning media development to improve science literacy skills of Mechanical Engineering students on the concept of basic Physics. Quasi experimental method was employed in this research. The participants of this research were first semester students of mechanical engineering in Majalengka University. The research instrument was readability test of instructional media. The results of virtual laboratory learning media readability test show that the average score is 78.5%. It indicates that virtual laboratory learning media development are feasible to be used in improving science literacy skill of Mechanical Engineering students in Majalengka University, specifically on basic Physics concepts of material measurement.

Promoting Societal-Oriented Communication and Decision Making Skills by Learning about Advertising in Science Education

Directory of Open Access Journals (Sweden)

Nadja Belova

2014-03-01

Full Text Available In our everyday lives we are surrounded by advertising in its various forms. Thus in the school context it is not surprising that the issue of advertising is addressed by different subjects, with the main foci being advertising-specific language, images and illustrations, use of stereotypes, strategies of persuasion etc. But advertising also contains factual information, being explicit or implicit, to make a campaign more credible and underline the effectiveness of a certain product. Dealing with the use of factual information in advertising critically is important for the consumer. For many products this information is derived from science and technology. Understanding the science in and behind advertising is necessary to become a critical consumer. Learning about the use of science in advertising also allows promoting societal-oriented communication and decision making skills in the science classroom. Unfortunately, only a few examples on the use of advertising in the science classroom exist. This paper provides a justification for the use of advertising in science education. Examples from the classroom developed in the framework of the PROFILES-project are provided by way of illustration.

Innovative Training Experience for Advancing Entry Level, Mid-Skilled and Professional Level URM Participation in the Geosciences Workforce

Science.gov (United States)

Okoro, M. H.; Johnson, A.

2015-12-01

The representation of URMs in the U.S. Geosciences workforce remains proportionally low compared to their representation in the general population (Bureau of Labor Sta.s.cs, 2014). Employment in this and related industries is projected to grow 32% by 2030 for minority workers (Gillula and Fullenbaum, 2014), corresponding to an additional 48,000 jobs expected to be filled by minorities (National Research Council, 2014). However, there is a shortage of employees with proper training in the hard sciences (Holeywell, 2014; Ganzglass, 2011), as well as craft skills (Hoover and Duncan, 2013), both important for middle skill employment. Industry recognizes the need for developing and retaining a diverse workforce, therefore we hightlight a program to serve as a potential vanguard initative for developing an innovative training experience for URM and underserved middle skilled workers with essential knowledge, experience and skills necessary to meet the demands of the Geosciences industry's growing need for a safe, productive and diverse workforce. Objectives are for participants to achieve the following: understanding of geosciences workforce trends and associated available opportunities; mastery of key environmental, health and safety topics; improvements in decision making skills and preparedness for responding to potential environmental, health and safety related situations; and engagement in one-on-one coaching sessions focused on resume writing, job interviewing and key "soft skills" (including conflict resolution, problem solving and critical observation, representing 3 major skills that entry- level workers typically lack.

Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania

Science.gov (United States)

Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

2016-01-01

This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in…

Gaming Science: The Gamification of Scientific Thinking

Directory of Open Access Journals (Sweden)

Bradley eMorris

2013-09-01

Full Text Available Science is critically important for advancing economics, health, and social well being in the 21st century. A scientifically literate workforce is one that is well suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

Let's Make Gender Diversity in Data Science a Priority Right from the Start.

Science.gov (United States)

Berman, Francine D; Bourne, Philip E

2015-07-01

The emergent field of data science is a critical driver for innovation in all sectors, a focus of tremendous workforce development, and an area of increasing importance within science, technology, engineering, and math (STEM). In all of its aspects, data science has the potential to narrow the gender gap and set a new bar for inclusion. To evolve data science in a way that promotes gender diversity, we must address two challenges: (1) how to increase the number of women acquiring skills and working in data science and (2) how to evolve organizations and professional cultures to better retain and advance women in data science. Everyone can contribute.

Let's Make Gender Diversity in Data Science a Priority Right from the Start.

Directory of Open Access Journals (Sweden)

Francine D Berman

2015-07-01

Full Text Available The emergent field of data science is a critical driver for innovation in all sectors, a focus of tremendous workforce development, and an area of increasing importance within science, technology, engineering, and math (STEM. In all of its aspects, data science has the potential to narrow the gender gap and set a new bar for inclusion. To evolve data science in a way that promotes gender diversity, we must address two challenges: (1 how to increase the number of women acquiring skills and working in data science and (2 how to evolve organizations and professional cultures to better retain and advance women in data science. Everyone can contribute.

Ostomy Home Skills Program

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Full Text Available ... to Choosing a Surgical Residency Education Modules Practice Management Workshops Patients and Family Patient Education Patient Education ... Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and ...

Ostomy Home Skills Program

Medline Plus

Full Text Available ... Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education ... Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and ...

Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

Science.gov (United States)

Simon, Nicole A.

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory experience, linking with educational technologies (Pyatt & Sims, 2007; 2011; Trundle & Bell, 2010). A causal-comparative quantitative study was conducted with 150 learners enrolled at a two-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional expository experiments. A comparison was made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment. A main effect of simulated laboratory experiments was found for both Higher-Order Learning, [F (1, 148) = 30.32,p = 0.00, eta2 = 0.12] and Critical Thinking Skills, [F (1, 148) = 14.64,p = 0.00, eta 2 = 0.17] such that simulations showed greater increases than traditional experiments. Post-lab treatment group self-reports indicated increased marginal means (+4.86) in Higher-Order Learning and Critical Thinking Skills, compared to the non-treatment group (+4.71). Simulations also improved the scientific skills and mastery of basic scientific subject matter. It is recommended that additional research recognize that learners' Critical Thinking Skills change due to different instructional methodologies that occur throughout a semester.

Informal science participation positively affects the communication and pedagogical skills of university physics students

Science.gov (United States)

Hinko, Kathleen; Finkelstein, Noah

2013-04-01

Many undergraduate and graduate physics students choose to participate in an informal science program at the University of Colorado Boulder (Partnerships for Informal Science Education in the Community (PISEC)). They coach elementary and middle school students in inquiry-based physics activities during weekly, afterschool sessions. Observations from the afterschool sessions, field notes from the students, and pre/post surveys are collected. University students are also pre/post- videotaped explaining a textbook passage on a physics concept to an imagined audience for the Communications in Everyday Language assessment (CELA). We present findings from these data that indicate informal experiences improve the communication and pedagogical skills of the university student as well as positively influence their self-efficacy as scientific communicators and teachers.

From the general managerial skills to the school manager’s skills

OpenAIRE

Stan, Cristina

2016-01-01

Training and skill development represents a process in progress during the whole career and involves specialized training both within the organization and throughout the professional and social environment. Notion of skill/ com-petence has been the object of investigation for many sciences. Clarification of notion of competence/skill is necessary for those who want to deal with compe-tences, no matter is about their competences or of the others. In cognitive psychology and in educational scie...

Win-win-win: collaboration advances critical care practice.

Science.gov (United States)

Spence, Deb; Fielding, Sandra

2002-10-01

Against a background of increasing interest in education post registration, New Zealand nurses are working to advance their professional practice. Because the acquisition of highly developed clinical capabilities requires a combination of nursing experience and education, collaboration between clinicians and nurse educators is essential. However, the accessibility of relevant educational opportunities has been an ongoing issue for nurses outside the country's main centres. Within the framework of a Master of Health Science, the postgraduate certificate (critical care nursing) developed between Auckland University of Technology and two regional health providers is one such example. Students enrol in science and knowledge papers concurrently then, in the second half of the course, are supported within their practice environment to acquire advanced clinical skills and to analyse, critique and develop practice within their specialty. This paper provides an overview of the structure and pr month, distance education course focused on developing the context of critical care nursing.

Embedding Publication Skills in Science Research Training: A Writing Group Programme Based on Applied Linguistics Frameworks and Facilitated by a Scientist

Science.gov (United States)

Cargill, Margaret; Smernik, Ronald

2016-01-01

Few systematic efforts have been reported to develop higher degree by research student skills for writing publishable articles in science and technology fields. There is a need to address this lack in the light of the current importance of publication to science research students and the high supervisor workload entailed in repeated draft…

Communication skills in palliative surgery: skill and effort are key.

Science.gov (United States)

Miner, Thomas J

2011-04-01

Excellence as a surgeon requires not only the technical and intellectual ability to effectively take care of surgical disease but also an ability to respond to the needs and questions of patients. This article provides an overview of the importance of communication skills in optimal surgical palliation and offers suggestions for a multidisciplinary team approach, using the palliative triangle as the ideal model of communication and interpersonal skills. This article also discusses guidelines for advanced surgical decision making and outlines methods to improve communication skills. Copyright © 2011 Elsevier Inc. All rights reserved.

Improving Middle School Students’ Critical Thinking Skills Through Reading Infusion-Loaded Discovery Learning Model in the Science Instruction

Science.gov (United States)

Nuryakin; Riandi

2017-02-01

A study has been conducted to obtain a depiction of middle school students’ critical thinking skills improvement through the implementation of reading infusion-loaded discovery learning model in science instruction. A quasi-experimental study with the pretest-posttest control group design was used to engage 55 eighth-year middle school students in Tasikmalaya, which was divided into the experimental and control group respectively were 28 and 27 students. Critical thinking skills were measured using a critical thinking skills test in multiple-choice with reason format questions that administered before and after a given instruction. The test was 28 items encompassing three essential concepts, vibration, waves and auditory senses. The critical thinking skills improvement was determined by using the normalized gain score and statistically analyzed by using Mann-Whitney U test.. The findings showed that the average of students’ critical thinking skills normalized gain score of both groups were 59 and 43, respectively for experimental and control group in the medium category. There were significant differences between both group’s improvement. Thus, the implementation of reading infusion-loaded discovery learning model could further improve middle school students’ critical thinking skills than conventional learning.

From the general managerial skills to the school manager’s skills

Directory of Open Access Journals (Sweden)

Cristina Stan

2016-09-01

Full Text Available Training and skill development represents a process in progress during the whole career and involves specialized training both within the organization and throughout the professional and social environment. Notion of skill/ com-petence has been the object of investigation for many sciences. Clarification of notion of competence/skill is necessary for those who want to deal with compe-tences, no matter is about their competences or of the others. In cognitive psychology and in educational sciences, in ergonomics and in economy or in human resources management, the concept of skill or competence is situated in the middle of the individual and collective performance and all of us want to develop. In education, the art of management is very important because it better highlights the principle’s/ school manager’s personality and his/ her personal example has an essential role in realizing the established objectives for school. The art of running a school is in fact the art of working with people that means a new, modern and distinct dimension of the one who runs the education institution.

Impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills

Directory of Open Access Journals (Sweden)

Mutlu Ayfer

2016-01-01

Full Text Available This study aimed to investigate the impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills. For this purpose, eight laboratory activities related to chemical kinetic, chemical equilibrium, thermochemistry, acids-bases, and electrochemistry were developed. Those activities were performed in virtual laboratory environment by the pre-service teachers in the experimental group and in the real laboratory environment by c the preservice teachers in the control group during eight weeks. Scientific process skills test developed by Burns, Okey and Wise [3], and translated into Turkish by Ateş and Bahar [2] was used before and after the instructions for data collection. According to results, while there was no significant difference between pre-test mean scores (U=133.500, p>0.05, significant difference between post-test mean scores was found in favour of experimental group (U=76.000, p<0.05. In addition, while no significant difference between pre-test mean scores for each sub-dimension was found, significant difference between post-test mean scores for designing investigation and formulating hypothesis skills was found in favour of experimental group.

Ostomy Home Skills Program

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Full Text Available ... in Residence Clinical Trials Methods Course Health Services Research Methods Course Surgeon Specific Registry Trauma Education Trauma Education Trauma Education Advanced Surgical Skills for Exposure in Trauma Advanced Trauma Life Support ... Quality Program Initiatives Communications to the Profession ...

Analysis of preservice science teacher information literacy towards research skills

Science.gov (United States)

Subekti, H.; Purnomo, A. R.; Susilo, H.; Ibrohim; Suwono, H.

2018-04-01

Information literacy is an important component for university students necessary to support personal development both in academic and real-life setting. This research aimed to analyze the drawing picture of information literacy ability among preservice science teacher in Universitas Negeri Surabaya related to research skills. Purposive sampling was used to determine the amount of participants, thereby involving 208 participants from class year 2014, 2015, and 2016. For gathering the data, the instruments being applied were questionnaire based information literacy test. The data then were analyzed in descriptive manner. The results indicated that the male students outperformed the female students by which they obtained 51.1% correct answer, 2% higher than the female students. Based on the duration of the study, the percentage of correct answers varies among students of class year 2014, 2015, and 2016; 56.2%, 45.1%, and 48.4% respectively. When looked at the average percentage of all students, however, most of items were scored in low category (below 50%) except for type of notification, strategy to accessing information, mastery of terminologies used in research and the essence of the copyright . To conclude, the literacy ability of preservice science teachers is still relatively low and the tendency of information literacy possessed by male students is relatively higher than female students.

PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION

Directory of Open Access Journals (Sweden)

Sarah Bansilal

2016-04-01

Full Text Available Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers.

Advancing Alternative Analysis: Integration of Decision Science

DEFF Research Database (Denmark)

Malloy, Timothy F; Zaunbrecher, Virginia M; Batteate, Christina

2016-01-01

Decision analysis-a systematic approach to solving complex problems-offers tools and frameworks to support decision making that are increasingly being applied to environmental challenges. Alternatives analysis is a method used in regulation and product design to identify, compare, and evaluate......, and civil society and included experts in toxicology, decision science, alternatives assessment, engineering, and law and policy. Participants were divided into two groups and prompted with targeted questions. Throughout the workshop, the groups periodically came together in plenary sessions to reflect......) engaging the systematic development and evaluation of decision approaches and tools; (2) using case studies to advance the integration of decision analysis into alternatives analysis; (3) supporting transdisciplinary research; and (4) supporting education and outreach efforts....

Preschool life skills: Recent advancements and future directions.

Science.gov (United States)

Fahmie, Tara A; Luczynski, Kevin C

2018-01-01

Over the past decade, researchers have replicated and extended research on the preschool life skills (PLS) program developed by Hanley, Heal, Tiger, and Ingvarsson (2007). This review summarizes recent research with respect to maximizing skill acquisition, improving generality, evaluating feasibility and acceptability, and testing predictions of the initial PLS study. For each area, we suggest directions for future research. © 2018 Society for the Experimental Analysis of Behavior.

Review of research on advanced computational science in FY2016

International Nuclear Information System (INIS)

2017-12-01

Research on advanced computational science for nuclear applications, based on “Plan to Achieve Medium- to Long-term Objectives of the Japan Atomic Energy Agency (Medium- to Long-term Plan)”, has been performed at Center for Computational Science and e-Systems (CCSE), Japan Atomic Energy Agency. CCSE established the committee consisting of outside experts and authorities which does research evaluation and advices for the assistance of the research and development. This report summarizes the followings. (1) Results of the R and D performed at CCSE in FY 2016 (April 1st, 2016 - March 31st, 2017), (2) Results of the evaluation on the R and D by the committee in FY 2016. (author)

Use of classroom "clickers" to promote acquisition of advanced reasoning skills.

Science.gov (United States)

DeBourgh, Gregory A

2008-03-01

Use of classroom response systems (a.k.a. "clickers" or "audience polling systems") are growing in popularity among faculty in colleges and universities. When used by faculty in a strategic instructional design, clickers can raise the level of participation and the effectiveness of interaction, promote engagement of students in active learning, foster communication to clarify misunderstanding and incorrect thinking, and provide a method to instructionally embed assessment as a learning activity rather than reliance on the traditional approach of summative assessment for assigning grades. This article describes the use of clicker technology in a baccalaureate nursing program to promote acquisition and application of advanced reasoning skills. Methods are suggested for embedding formative assessment and the tactical use of questioning as feedback and a powerful learning tool. Operational aspects of clickers technology are summarized and students' perceptions and satisfaction with use of this teaching and learning technology are described.

Advanced Instrumentation for Ultrafast Science at the LCLS

Energy Technology Data Exchange (ETDEWEB)

Berrah, Nora [Univ. of Connecticut, Storrs, CT (United States)

2015-10-13

This grant supported a Single Investigator and Small Group Research (SISGR) application to enable multi-user research in Ultrafast Science using the Linac Coherent Light Source (LCLS), the world’s first hard x-ray free electron laser (FEL) which lased for the first time at 1.5 Å on April 20, 2009. The goal of our proposal was to enable a New Era of Science by requesting funds to purchase and build Advanced Instrumentation for Ultrafast Science (AIUS), to utilize the intense, short x-ray pulses produced by the LCLS. The proposed instrumentation will allow peer review selected users to probe the ultrasmall and capture the ultrafast. These tools will expand on the investment already made in the construction of the light source and its instrumentation in both the LCLS and LUSI projects. The AIUS will provide researchers in the AMO, Chemical, Biological and Condensed Matter communities with greater flexibility in defining their scientific agenda at the LCLS. The proposed instrumentation will complement and significantly augment the present AMO instrument (funded through the LCLS project) through detectors and capabilities not included in the initial suite of instrumentation at the facility. We have built all of the instrumentations and they have been utilized by scientists. Please see report attached.

Skills core

Science.gov (United States)

Lawson, Laura

Constantly changing technology and increasing competition mean that private companies are aggressively seeking new employees with high levels of technological literacy, good judgment, and communication and team-building skills. Industry also needs workers educated in science, math, engineering, and technology. But which of these skills are most important? Researchers at Indian River Community College at Fort Pierce, Fla., will attempt to answer that question with an NSF grant of nearly $1 million.

Advances in reproductive science for wild carnivore conservation.

Science.gov (United States)

Comizzoli, P; Crosier, A E; Songsasen, N; Gunther, M Szykman; Howard, J G; Wildt, D E

2009-07-01

Knowledge about reproduction is critical for predicting the viability of wildlife populations in nature and for managing breeding programmes in captivity. Intensive species-based studies are the priority, because reproductive mechanisms are extraordinarily diverse, even within the same taxonomic family. Carnivores deserve more attention as such species are highly vulnerable to environmental change and human persecution. The present review provides contemporary illustrations of how reproductive science is contributing to understand unique reproductive mechanisms that are both of fundamental and applied interest. In the case of the endangered African wild dog (Lycaon pictus) free-living in South Africa, non-invasive faecal corticosteroid assessments have yielded new insights about the impact of animal relocation and reintroduction on adaptive responses, reproductive fitness and survival. For the maned wolf (Chrysocyon brachyurus), advances have been made in characterizing and comparing reproductive traits in free-ranging vs captive individuals. For the cheetah (Acinonyx jubatus), recent studies have focused on the cryosensitivity of sperm and the ability to develop a field-friendly sperm cryo-method. The by-product has been a large-scale frozen repository of sperm from wild-caught cheetahs useful for infusing new genes into ex situ populations. Finally, rigorous, multi-disciplinary and cross-institutional reproductive studies of the black-footed ferret (Mustela nigripes), including the use of artificial insemination, have contributed to the remarkable recovery and restoration of this species, once on the brink of extinction. In summary, advances in reproductive science are not necessarily related to 'assisted breeding'. However, understanding the unique ways of carnivore reproduction greatly contributes to species management and conservation.

Preparedness for eHealth: Health Sciences Students’ Knowledge, Skills, and Confidence

Directory of Open Access Journals (Sweden)

Mary Lam

2016-07-01

Full Text Available There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT to new contexts. This study explored health sciences students’ preparedness for working, and leading change, in eHealth-enabled environments. Using a cross-sectional study design, 420 undergraduate and postgraduate students participated in an online survey investigating their understanding of and attitude towards eHealth, frequency of online activities and software usage, confidence learning and using ICTs, and perceived learning needs. Although students reported that they regularly engaged with a wide range of online activities and software and were confident learning new ICT skills especially where they have sufficient time or support, their understanding of eHealth was uncertain or limited. Poor understanding of and difficulty translating skills learned in personal contexts to the professional context may impair graduates ability to con-fidently engage in the eHealth-enabled workplace. These results suggest educators need to scaffold the learning experience to ensure students build on their ICT knowledge to transfer this to their future workplaces.

Scientific Literacy Matters: Using Literature to Meet Next Generation Science Standards and 21st Century Skills

Directory of Open Access Journals (Sweden)

Cynthia Tomovic

2017-04-01

Full Text Available Scientific literacy matters. It matters because it is vitally important to the education and development of America’s children, tomorrow's workforce, and the keepers of our future. If the future of American individual decision making, engagement in civic and cultural affairs, and valuable contributions to economic development is to be protected, it is critical that American students become more scientifically literate than they are today. Today, most Americans, including students, are considered scientifically illiterate. Recognizing the need to develop and enhance scientific literacy (also known as science literacy, science educators have worked diligently at developing new science standards, new approaches to science teaching, and new techniques aimed at engaging students in the practice of science. In this article, the use of literature is discussed as one method to augment or supplement the teaching of science. In the context of making a literature selection, a new conceptual approach is proposed that includes attention to meeting the Next Generation Science Standards while being responsive to the importance of 21st Century Skills. Additionally, a Literary Assessment Tool is shared that demonstrates how science educators can evaluate a literary selection in terms of how well it will help them to enhance scientific literacy.

Promotion of Problem Solving Skills by Using Metacognitive-based Instruction in Students of Kermanshah University of Medical Sciences

Directory of Open Access Journals (Sweden)

yahya safari

2017-06-01

Full Text Available Background and objective: Studies have indicated that metacognitive strategies control and direct cognitive strategies. Thus, application of metacognitive and cognitive strategies together is essential for successful learning to happen. The present study was conducted to examine the effect of metacognitive-oriented instruction on development of problem solving skills in students of Kermanshah University of Medical Sciences. Materials and Methods: This study was a quasi-experimental research with pretest/posttest and control group design. The study sample included the students of Kermanshah University of Medical Sciences (n=4283 in the academic year of 2013-2014. A total number of 40 students were selected through convenient sampling method as the study sample. The samples were randomly placed in experimental and control groups. For the experimental group, problem solving skills were taught based on metacognitive strategies in 8 sessions, each session for 1 and half hours. For the control group, however, problem solving skills were taught through conventional teaching method. The instrument for data collection was Heppner’s problem solving inventory (1988 whose validity and reliability were confirmed previously. Data were analyzed by descriptive statistics, mean and standard deviation, and the hypotheses were tested through t-test. Results: The results of the posttest showed that the total mean of scores for problem solving skills in the experimental group (99.75 was higher than that of the control group (26.800 (p<0.0001. This difference was significant in the case of confidence, approach/avoidance and personal control components (p<0.0001. Moreover, the mean of students’ scores was not significant in terms of gender and major. Conclusion: Given the positive effect of metacognitive strategies on the students’ performance and the necessity of teaching metacognition for the sake of academic achievement, these strategies are recommended to be

Gaming science: the “Gamification” of scientific thinking

Science.gov (United States)

Morris, Bradley J.; Croker, Steve; Zimmerman, Corinne; Gill, Devin; Romig, Connie

2013-01-01

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness. PMID:24058354

Teaching programming and modelling skills to first-year earth & environmental science undergraduates: outcomes and lessons learned from a pilot project

Science.gov (United States)

Fisher, J. A.; Brewer, C.; O'Brien, G.

2017-12-01

Computing and programming are rapidly becoming necessary skills for earth and environmental scientists. Scientists in both academia and industry must be able to manipulate increasingly large datasets, create plots and 3-D visualisations of observations, and interpret outputs from complex numerical models, among other tasks. However, these skills are rarely taught as a compulsory part of undergraduate earth science curricula. In 2016, the School of Earth & Environmental Sciences at the University of Wollongong began a pilot program to integrate introductory programming and modelling skills into the required first-year core curriculum for all undergraduates majoring in earth and environmental science fields. Using Python, a popular teaching language also widely used by professionals, a set of guided exercises were developed. These exercises use interactive Jupyter Notebooks to introduce students to programming fundamentals and simple modelling problems relevant to the earth system, such as carbon cycling and population growth. The exercises are paired with peer review activities to expose students to the multitude of "correct" ways to solve computing problems. In the last weeks of the semester, students work in groups to creatively adapt their new-found skills to selected problems in earth system science. In this presentation, I will report on outcomes from delivering the new curriculum to the first two cohorts of 120-150 students, including details of the implementation and the impacts on both student aptitude and attitudes towards computing. While the first cohort clearly developed competency, survey results suggested a drop in student confidence over the course of the semester. To address this confidence gap for the second cohort, the in-class activities are now being supplemented with low-stakes open-book review quizzes that provide further practice with no time pressure. Research into the effectiveness of these review quizzes is ongoing and preliminary findings

Advancing the Science of Team Science

Science.gov (United States)

Falk‐Krzesinski, Holly J.; Börner, Katy; Contractor, Noshir; Fiore, Stephen M.; Hall, Kara L.; Keyton, Joann; Spring, Bonnie; Stokols, Daniel; Trochim, William; Uzzi, Brian

2010-01-01

Abstract The First Annual International Science of Team Science (SciTS) Conference was held in Chicago, IL April 22–24, 2010. This article presents a summary of the Conference proceedings. Clin Trans Sci 2010; Volume 3: 263–266. PMID:20973925

The Impact of Inquiry Based Instruction on Science Process Skills and Self-Efficacy Perceptions of Pre-Service Science Teachers at a University Level Biology Laboratory

Science.gov (United States)

Sen, Ceylan; Sezen Vekli, Gülsah

2016-01-01

The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included…

Using dummies for surgical skills training

DEFF Research Database (Denmark)

Langebæk, Rikke

2011-01-01

Effective acquisition of a skill requires practise. Therefore it is of great importance to provide veterinary students with opportunities to practice their surgical skills before carrying out surgical procedures on live patients. Some veterinary schools let students perform entire surgical...... procedures on research animals, in order to learn the basic skills along the way. From an ethical point of view it is questionable however to use live research animals for the sole purpose of practising surgery, and also, research animals are very costly. It is therefore necessary to identify alternative...... teaching methods for veterinary surgical training. At the Department of Small Animal Clinical Sciences, Faculty of Life Sciences, a number of low fidelity, stuffed toy animal dummies was developed for the Surgical Skills Lab in order to teach 4th year students the basic surgical skills. In the Surgical...

Career cartography: a conceptualization of career development to advance health and policy.

Science.gov (United States)

Feetham, Suzanne; Doering, Jennifer J

2015-01-01

The purpose of this article is to propose a conceptualization of career development that emphasizes the interdependence between research, practice, and policy. Career cartography applies three decades of career development experience to lay out a systematic, comprehensive, and iterative approach for planning and communicating the outcomes of science at any career stage. To inform practice and policy, nurse researchers must be clear on the intended destination and trajectory of the science, and be skilled in communicating that science and vision to diverse stakeholders. Career cartography builds on the science of cartography, is developed within the context of public and health policy, and is composed of several components, including a destination statement, career mapping, a supportive career cartography team, and use of communication and dissemination strategies. The successful utilization of career cartography may accelerate advancement of individual careers, scientific impact, and the discipline as a whole by guiding nurse researchers to be deliberative in career planning and to communicate successfully the outcomes of research across a wide variety of stakeholders. Career cartography provides a framework for planning a nurse researcher's program of research and scholarship to advance science, policy, and health of the public. Career cartography guides nurse researchers to realize their full potential to advance the health of the public and inform public and health policy in academic and practice environments. © 2014 Sigma Theta Tau International.

"I am Not a Statistic": Identities of African American Males in Advanced Science Courses

Science.gov (United States)

Johnson, Diane Wynn

The United States Bureau of Labor Statistics (2010) expects new industries to generate approximately 2.7 million jobs in science and technology by the year 2018, and there is concern as to whether there will be enough trained individuals to fill these positions. A tremendous resource remains untapped, African American students, especially African American males (National Science Foundation, 2009). Historically, African American males have been omitted from the so called science pipeline. Fewer African American males pursue a science discipline due, in part; to limiting factors they experience in school and at home (Ogbu, 2004). This is a case study of African American males who are enrolled in advanced science courses at a predominantly African American (84%) urban high school. Guided by expectancy-value theory (EVT) of achievement related results (Eccles, 2009; Eccles et al., 1983), twelve African American male students in two advanced science courses were observed in their science classrooms weekly, participated in an in-depth interview, developed a presentation to share with students enrolled in a tenth grade science course, responded to an open-ended identity questionnaire, and were surveyed about their perceptions of school. Additionally, the students' teachers were interviewed, and seven of the students' parents. The interview data analyses highlighted the important role of supportive parents (key socializers) who had high expectations for their sons and who pushed them academically. The students clearly attributed their enrollment in advanced science courses to their high regard for their science teachers, which included positive relationships, hands-on learning in class, and an inviting and encouraging learning environment. Additionally, other family members and coaches played important roles in these young men's lives. Students' PowerPoint(c) presentations to younger high school students on why they should take advanced science courses highlighted these

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

Science.gov (United States)

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…

Assessment of the role of aptitude in the acquisition of advanced laparoscopic surgical skill sets: results from a virtual reality-based laparoscopic colectomy training programme.

LENUS (Irish Health Repository)

Nugent, Emmeline

2012-09-01

The surgeons of the future will need to have advanced laparoscopic skills. The current challenge in surgical education is to teach these skills and to identify factors that may have a positive influence on training curriculums. The primary aim of this study was to determine if fundamental aptitude impacts on ability to perform a laparoscopic colectomy.

The (human) science of medical virtual learning environments.

Science.gov (United States)

Stone, Robert J

2011-01-27

The uptake of virtual simulation technologies in both military and civilian surgical contexts has been both slow and patchy. The failure of the virtual reality community in the 1990s and early 2000s to deliver affordable and accessible training systems stems not only from an obsessive quest to develop the 'ultimate' in so-called 'immersive' hardware solutions, from head-mounted displays to large-scale projection theatres, but also from a comprehensive lack of attention to the needs of the end users. While many still perceive the science of simulation to be defined by technological advances, such as computing power, specialized graphics hardware, advanced interactive controllers, displays and so on, the true science underpinning simulation--the science that helps to guarantee the transfer of skills from the simulated to the real--is that of human factors, a well-established discipline that focuses on the abilities and limitations of the end user when designing interactive systems, as opposed to the more commercially explicit components of technology. Based on three surgical simulation case studies, the importance of a human factors approach to the design of appropriate simulation content and interactive hardware for medical simulation is illustrated. The studies demonstrate that it is unnecessary to pursue real-world fidelity in all instances in order to achieve psychological fidelity--the degree to which the simulated tasks reproduce and foster knowledge, skills and behaviours that can be reliably transferred to real-world training applications.

Continuous Enhancement of Science Teachers' Knowledge and Skills through Scientific Lecturing.

Science.gov (United States)

Azevedo, Maria-Manuel; Duarte, Sofia

2018-01-01

Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools. We evaluated the effectiveness of a training activity consisting of lectures covering environmental and health sciences conducted by scientists/academic teachers. The outcomes of this educational study were evaluated using a survey with several questions about environmental and health scientific topics. Responses to the survey were analyzed before and after the implementation of the scientific lectures. Our results showed that Basic and Secondary schools teachers' knowledge was greatly improved after the lectures. The teachers under training felt that these scientific lectures have positively impacted their current knowledge and awareness on several up-to-date scientific topics, as well as their teaching methods. This study emphasizes the importance of continuing teacher education concerning knowledge and awareness about health and environmental education.

2nd Arab Forensic Science & Forensic Medicine Meeting, ASFSFM 2016: Meeting Report

Directory of Open Access Journals (Sweden)

Abdulsallam Bakdash

2016-12-01

Full Text Available One of the main objectives of Naif Arab University for Security Sciences (NAUSS is to enhance peace, security, and justice in Arab societies through education, research, and advanced professional training in various disciplines of security and forensic sciences. NAUSS strives to improve the academic and professional skills of forensic scientists and security personnel to combat crime and terrorism by utilizing all the available tools of modern technology. NAUSS also realizes the importance of scientific research in the social, economic, and technological development of a society and is, therefore, committed to encouraging and supporting research at every level. NAUSS has given the fields of forensic sciences and forensic medicine a top priority and the attention they deserve. In pursuit of its objectives, and in cooperation with other Arab member organizations, NAUSS launched the Arab Society for Forensic Sciences and Forensic Medicine (ASFSFM in 2013. The Society had the honour of being officially launched by His Royal Highness, Prince Mohammed bin Naif bin Abdul Aziz, Crown Prince, Deputy Prime Minister and the Minister of the Interior, Honorary President of the Council of Arab Ministers of Interior and Chairman of the Supreme Council of NAUSS. The 2nd Arab Forensic Science & Forensic Medicine Meeting (ASFSFM Meeting 2016 was yet another part of the efforts and concern of NAUSS to advance the skills and knowledge of Arab specialists and to facilitate cooperation among forensic scientists and institutions engaged in the practice, education and research of forensic sciences and forensic medicine at various levels.

Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

Directory of Open Access Journals (Sweden)

Kassab SE

2016-01-01

Full Text Available Salah Eldin Kassab,1 Nahla Hassan,1 Marwan F Abu-Hijleh,2 Reginald P Sequeira3 1Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; 2College of Medicine, Qatar University, Doha, Qatar; 3College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain Purpose: Recruitment of tutors to work in problem-based learning (PBL programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods: This study included evaluation of faculty (n=69 who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS, Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring using structured evaluation forms based on a Likert-type scale (poor to excellent. The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results: Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000. Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion: Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. Keywords: PBL, tutor, tutoring skills, lecturing skills

Advanced Computing for 21st Century Accelerator Science and Technology

International Nuclear Information System (INIS)

Dragt, Alex J.

2004-01-01

Dr. Dragt of the University of Maryland is one of the Institutional Principal Investigators for the SciDAC Accelerator Modeling Project Advanced Computing for 21st Century Accelerator Science and Technology whose principal investigators are Dr. Kwok Ko (Stanford Linear Accelerator Center) and Dr. Robert Ryne (Lawrence Berkeley National Laboratory). This report covers the activities of Dr. Dragt while at Berkeley during spring 2002 and at Maryland during fall 2003

Self-perceived competence among medical residents in skills needed to care for patients with advanced dementia versus metastatic cancer.

Science.gov (United States)

Manu, Erika; Marks, Adam; Berkman, Cathy S; Mullan, Patricia; Montagnini, Marcos; Vitale, Caroline A

2012-06-01

To examine medical residents' perceived competence in caring for patients with dementia we conducted an online survey of all 120 second, third and fourth-year residents in Internal Medicine, Medicine/Pediatrics, and Family Medicine at University of Michigan. A structured survey elicited residents' training, experience, confidence, and perceived career needs for skills in estimating prognosis, symptom management, and communication in caring for patients with dementia, compared to patients with metastatic cancer. Among the 61 (51 %) respondents, a majority report lower confidence in assessing prognosis and eliciting treatment wishes in patients with dementia (vs. metastatic cancer), and in performing skills integral to the care of patients with dementia, including the ability to assess caregiver needs, decisional capacity, advise on place of care, and manage agitation, despite viewing these skills as important to their future careers. These findings support the need for enhanced education on optimal care of patients with advanced dementia.

Extending Students' Practice of Metacognitive Regulation Skills with the Science Writing Heuristic

Science.gov (United States)

van Opstal, Mary T.; Daubenmire, Patrick L.

2015-05-01

Metacognition can be described as an internal conversation that seeks to answer the questions, 'how much do I really know about what I am learning' and, 'how am I monitoring what I am learning?' Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when one's current level of understanding is insufficient and to identify the needs for closing the gap in understanding. This research explored how using the Science Writing Heuristic (SWH) as an instructional approach in a laboratory classroom affected students' practice of metacognitive skills while solving open-ended laboratory problems. Within our qualitative research design, results demonstrate that students in the SWH environment, compared to non-SWH students, used metacognitive strategies to a different degree and to a different depth when solving open-ended laboratory problems. As students engaged in higher levels of metacognitive regulation, peer collaboration became a prominent path for supporting the use of metacognitive strategies. Students claimed that the structure of the SWH weekly laboratory experiments improved their ability to solve open-ended lab problems. Results from this study suggest that using instruction that encourages practice of metacognitive strategies can improve students' use of these strategies.

Education in space science

Science.gov (United States)

Philbrick, C. Russell

2005-08-01

The educational process for teaching space science has been examined as a topic at the 17th European Space Agency Symposium on European Rocket and Balloon, and Related Research. The approach used for an introductory course during the past 18 years at Penn State University is considered as an example. The opportunities for using space science topics to motivate the thinking and efforts of advanced undergraduate and beginning graduate students are examined. The topics covered in the introductory course are briefly described in an outline indicating the breath of the material covered. Several additional topics and assignments are included to help prepare the students for their careers. These topics include discussions on workplace ethics, project management, tools for research, presentation skills, and opportunities to participate in student projects.

Using the learning management evaluation model for advancing to life skills of lower secondary students in the 21st century

Science.gov (United States)

Kansaart, Preecha; Suikraduang, Arun; Panya, Piyatida

2018-01-01

The aims of this research study were to develop the Learning Management Evaluation Model (LMEM) for advancing to lower secondary students of their life skills in the 21st century with the Research & Development process technique. The research procedures were administered of four steps that composed of analyze, the synthetic indicator to assess learning to advance to their life skills in the 21st century by the 4-educational experts were interviewed. The LMEM model was developed by the information from the first draft format and the educational experts to check a suitability and feasibility of the draft assessment form with a technical symposium multipath characteristics to find consensus dimensional (Multi-Attribute Consensus Reaching: MACR) by 12 specialists who provided the instruction in the form of Assessment and Evaluation Guide (AEG) was brought to five the number of professionals who ensure the proper coverage, a clear assessment of the manual before using the AEG. The LMEM model was to trial at an experiment with different schools in the Secondary Educational Office Area 26 (Maha Sarakham) whereas taught at the upper secondary educational school with the sample consisted of 7 schools with the purposive sampling was selected. Assessing the LMEM model was evaluated the based on the evaluation criteria of the educational development. The assessor was related to the trial consisted of 35 evaluators. Using the interview form with the rubric score and a five rating scale level was analyzed; the qualitative and quantitative data were used. It has found that: The LMEM evaluation model of learning to advance to life skills of students in the 21st century was a chart structure that ties together of 6 relevant components of the evaluation such as; the purpose of the assessment, the evaluation focused assessment methods, the evaluator, the evaluation technique, and the evaluation criteria. The evaluation targets were to assess the management of learning, the factors