Learning science through talk: A case study of middle school students engaged in collaborative group investigation

Science.gov (United States)

Zinicola, Debra Ann

Reformers call for change in how science is taught in schools by shifting the focus towards conceptual understanding for all students. Constructivist learning is being promoted through the dissemination of National and State Science Standards that recommend group learning practices in science classrooms. This study examined the science learning and interactions, using case study methodology, of one collaborative group of 4 students in an urban middle school. Data on science talk and social interaction were collected over 9 weeks through 12 science problem solving sessions. To determine student learning through peer interaction, varied group structures were implemented, and students reflected on the group learning experience. Data included: field notes, cognitive and reflective journals, audiotapes and videotapes of student talk, and audiotapes of group interviews. Journal data were analyzed quantitatively and all other data was transcribed into The Ethnograph database for qualitative analysis. The data record was organized into social and cognitive domains and coded with respect to interaction patterns to show how group members experienced the social construction of science concepts. The most significant finding was that all students learned as a result of 12 talk sessions as evidenced by pre- and post-conceptual change scores. Interactions that promoted learning involved students connecting their thoughts, rephrasing, and challenging ideas. The role structure was only used by students about 15% of the time, but it started the talk with a science focus, created awareness of scientific methods, and created an awareness of equitable member participation. Students offered more spontaneous, explanatory talk when the role structure was relaxed, but did not engage in as much scientific writing. They said the role structure was important for helping them know what to do in the talk but they no longer needed it after a time. Gender bias, status, and early adolescent

A new analysis of Mars "Special Regions": findings of the second MEPAG Special Regions Science Analysis Group (SR-SAG2).

Science.gov (United States)

Rummel, John D; Beaty, David W; Jones, Melissa A; Bakermans, Corien; Barlow, Nadine G; Boston, Penelope J; Chevrier, Vincent F; Clark, Benton C; de Vera, Jean-Pierre P; Gough, Raina V; Hallsworth, John E; Head, James W; Hipkin, Victoria J; Kieft, Thomas L; McEwen, Alfred S; Mellon, Michael T; Mikucki, Jill A; Nicholson, Wayne L; Omelon, Christopher R; Peterson, Ronald; Roden, Eric E; Sherwood Lollar, Barbara; Tanaka, Kenneth L; Viola, Donna; Wray, James J

2014-11-01

A committee of the Mars Exploration Program Analysis Group (MEPAG) has reviewed and updated the description of Special Regions on Mars as places where terrestrial organisms might replicate (per the COSPAR Planetary Protection Policy). This review and update was conducted by an international team (SR-SAG2) drawn from both the biological science and Mars exploration communities, focused on understanding when and where Special Regions could occur. The study applied recently available data about martian environments and about terrestrial organisms, building on a previous analysis of Mars Special Regions (2006) undertaken by a similar team. Since then, a new body of highly relevant information has been generated from the Mars Reconnaissance Orbiter (launched in 2005) and Phoenix (2007) and data from Mars Express and the twin Mars Exploration Rovers (all 2003). Results have also been gleaned from the Mars Science Laboratory (launched in 2011). In addition to Mars data, there is a considerable body of new data regarding the known environmental limits to life on Earth-including the potential for terrestrial microbial life to survive and replicate under martian environmental conditions. The SR-SAG2 analysis has included an examination of new Mars models relevant to natural environmental variation in water activity and temperature; a review and reconsideration of the current parameters used to define Special Regions; and updated maps and descriptions of the martian environments recommended for treatment as "Uncertain" or "Special" as natural features or those potentially formed by the influence of future landed spacecraft. Significant changes in our knowledge of the capabilities of terrestrial organisms and the existence of possibly habitable martian environments have led to a new appreciation of where Mars Special Regions may be identified and protected. The SR-SAG also considered the impact of Special Regions on potential future human missions to Mars, both as locations of

Action research in gender issues in science education: Towards an understanding of group work with science teachers

Science.gov (United States)

Nyhof-Young, Joyce Marion

Action research is emerging as a promising means of promoting individual and societal change in the context of university programmes in teacher education. However, significant gaps exist in the literature regarding the use of action research groups for the education of science teachers. Therefore, an action research group, dealing with gender issues in science education, was established within the context of a graduate course in action research at OISE. For reasons outlined in the thesis, action research was deemed an especially appropriate means for addressing issues of gender. The group met 14 times from September 1992 until May 1993 and consisted of myself and five other science teachers from the Toronto area. Two of us were in the primary panel, two in the intermediate panel, and two in the tertiary panel. Five teachers were female. One was male. The experiences of the group form the basis of this study. A methodology of participant observation supported by interviews, classroom visits, journals, group feedback and participant portfolios provides a means of examining experiences from the perspective of the participants in the group. The case study investigates the nature of the support and learning opportunities that the action research group provided for science teachers engaged in curiculum and professional development in the realm of gender issues in science education, and details the development of individuals, the whole group and myself (as group worker, researcher and participant) over the life of the project. The action research group became a resource for science teachers by providing most participants with: A place to personalize learning and research; a place for systematic reflection and research; a forum for discussion; a source of personal/professional support; a source of friendship; and a place to break down isolation and build self-confidence. This study clarifies important relational and political issues that impinge on action research in

Science Integrating Learning Objectives: A Cooperative Learning Group Process

Science.gov (United States)

Spindler, Matt

2015-01-01

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…

Exploring reforms while learning to teach science: Facilitating exploration of theory-practice relationships in a teacher education study group

Science.gov (United States)

Foster, Jacob G.

This dissertation inserts a new view into an old problem in teacher education. The study explores the theory-practice gap, the large distance between what preservice science teachers experience in schools, are able to enact, and are told they should hold themselves to in their practice. It does so by narrowing the focus of analysis to a secondary science study group and examining how the facilitator uses sociocultural constructivism to promote discussion. The analysis surfaces key communicative moves made by the facilitator and preservice teachers that yield fruitful discussion of theory-practice relationships. Additionally, the study's use of discourse analysis as a methodology and intertextuality as a conceptual framework opens new directions for applied sociolinguistic research and scholarship in science teacher education. Findings from the study focus on what was discussed and how explorations of theory-practice relationships were facilitated. Preservice teachers in the study group engaged in meaningful conversations about constructivist theory and its application to their students and teaching of science. They discussed many science education topics such as planning science lessons that actively engage students, assessment of content understanding, and management of content-based activities. Discussions of broader science education goals, including implementation of inquiry or development of collaborative communities, were not promoted. Examination of the facilitation illuminates a number of strategies found to be helpful in supporting these explorations. This study shows that facilitation can successfully support preservice teachers to construct understanding of social constructivist assumptions underlying the National Science Education Standards (NSES), as well as a few components of the Standards themselves. The focus on the underlying assumptions suggests that science teacher education should focus on these so that preservice teachers can build a strong

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…

Gender-heterogeneous working groups produce higher quality science.

Directory of Open Access Journals (Sweden)

Lesley G Campbell

Full Text Available Here we present the first empirical evidence to support the hypothesis that a gender-heterogeneous problem-solving team generally produced journal articles perceived to be higher quality by peers than a team comprised of highly-performing individuals of the same gender. Although women were historically underrepresented as principal investigators of working groups, their frequency as PIs at the National Center for Ecological Analysis and Synthesis is now comparable to the national frequencies in biology and they are now equally qualified, in terms of their impact on the accumulation of ecological knowledge (as measured by the h-index. While women continue to be underrepresented as working group participants, peer-reviewed publications with gender-heterogeneous authorship teams received 34% more citations than publications produced by gender-uniform authorship teams. This suggests that peers citing these publications perceive publications that also happen to have gender-heterogeneous authorship teams as higher quality than publications with gender uniform authorship teams. Promoting diversity not only promotes representation and fairness but may lead to higher quality science.

Gender-heterogeneous working groups produce higher quality science.

Science.gov (United States)

Campbell, Lesley G; Mehtani, Siya; Dozier, Mary E; Rinehart, Janice

2013-01-01

Here we present the first empirical evidence to support the hypothesis that a gender-heterogeneous problem-solving team generally produced journal articles perceived to be higher quality by peers than a team comprised of highly-performing individuals of the same gender. Although women were historically underrepresented as principal investigators of working groups, their frequency as PIs at the National Center for Ecological Analysis and Synthesis is now comparable to the national frequencies in biology and they are now equally qualified, in terms of their impact on the accumulation of ecological knowledge (as measured by the h-index). While women continue to be underrepresented as working group participants, peer-reviewed publications with gender-heterogeneous authorship teams received 34% more citations than publications produced by gender-uniform authorship teams. This suggests that peers citing these publications perceive publications that also happen to have gender-heterogeneous authorship teams as higher quality than publications with gender uniform authorship teams. Promoting diversity not only promotes representation and fairness but may lead to higher quality science.

Improving Group Work Practices in Teaching Life Sciences: Trialogical Learning

Science.gov (United States)

Tammeorg, Priit; Mykkänen, Anna; Rantamäki, Tomi; Lakkala, Minna; Muukkonen, Hanni

2017-08-01

Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life environments and aims to teach skills required in the professional world. We target one of the major limitation factors for optimal trialogical learning in university settings, inefficient group work. We propose a course design combining effective group working practices with trialogical learning principles in life sciences. We assess the usability of our design in (a) a case study on crop science education and (b) a questionnaire for university teachers in life science fields. Our approach was considered useful and supportive of the learning process by all the participants in the case study: the students, the stakeholders and the facilitator. Correspondingly, a group of university teachers expressed that the trialogical approach and the involvement of stakeholders could promote efficient learning. In our case in life sciences, we identified the key issues in facilitating effective group work to be the design of meaningful tasks and the allowance of sufficient time to take action based on formative feedback. Even though trialogical courses can be time consuming, the experience of applying knowledge in real-life cases justifies using the approach, particularly for students just about to enter their professional careers.

Inquiry and Groups: Student Interactions in Cooperative Inquiry-Based Science

Science.gov (United States)

Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

2016-01-01

Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic…

Investigating Science Collaboratively: A Case Study of Group Learning

Science.gov (United States)

Zinicola, Debra A.

2009-01-01

Discussions of one urban middle school group of students who were investigating scientific phenomena were analyzed; this study was conducted to discern if and how peer interaction contributes to learning. Through a social constructivist lens, case study methodology, we examined conceptual change among group members. Data about science talk was…

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

Science.gov (United States)

Affhalter, Maria Geralyn

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

Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement.

Science.gov (United States)

Hodges, Linda C

2018-06-01

As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.

The impact of instructor grouping strategies on student efficacy in inquiry science labs: A phenomenological case study of grouping perceptions and strategies

Science.gov (United States)

Miller, Nathaniel J.

Abundant educational research has integrated Albert Bandura's concepts of self-efficacy and collective efficacy within educational settings. In this phenomenological case study, the investigation sought to capture the manifestation of self-efficacy and collective efficacy within inquiry-based science laboratory courses. Qualitative data was derived from student efficacy surveys, direct classroom observations, and three-tiered interviews with teacher participants. Four high school science instructors and their students from two school districts in Northern Illinois were selected to participate in the study. This study sought to identify instructor strategies or criteria used to formulate student laboratory groups and the impact of such groupings on student self-efficacy and collective efficacy. Open coding of interview transcripts, observation logs, and student surveys led to the development of eight emerging themes. These themes included the purpose of science laboratory activities, instructor grouping strategies, instructor roles, instructor's perceptions, science laboratory assessment, student interactions, learner self-perceptions, and grouping preferences. Results from the study suggest that some students were innately inclined to assume leadership roles, smaller groupings had greater participation from all group members, students had a strong preference for working collaboratively in groups, and students desired to maintain stable laboratory groups in lieu of periodically changing laboratory partners. As with all case study methodologies, the findings of the study were limited to the individual participants at research sites and were not generalizable to all science classrooms. Additional research in the realms of group size, group autonomy, and student interviews would provide even greater insights into the observed phenomena.

A Cooperative Learning Group Procedure for Improving CTE and Science Integration

Science.gov (United States)

Spindler, Matt

2016-01-01

The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives utilized in secondary CTE courses. The objectives of the study were to determine if CLGs were an effective means for increasing the number of: a) science integrating learning…

Social and Economic Analysis Branch: integrating policy, social, economic, and natural science

Science.gov (United States)

Schuster, Rudy; Walters, Katie D.

2015-01-01

The Fort Collins Science Center's Social and Economic Analysis Branch provides unique capabilities in the U.S. Geological Survey by leading projects that integrate social, behavioral, economic, and natural science in the context of human–natural resource interactions. Our research provides scientific understanding and support for the management and conservation of our natural resources in support of multiple agency missions. We focus on meeting the scientific needs of the Department of the Interior natural resource management bureaus in addition to fostering partnerships with other Federal and State managers to protect, restore, and enhance our environment. The Social and Economic Analysis Branch has an interdisciplinary group of scientists whose primary functions are to conduct both theoretical and applied social science research, provide technical assistance, and offer training to support the development of skills in natural resource management activities. Management and research issues associated with human-resource interactions typically occur in a unique context and require knowledge of both natural and social sciences, along with the skill to integrate multiple science disciplines. In response to these challenging contexts, Social and Economic Analysis Branch researchers apply a wide variety of social science concepts and methods which complement our rangeland/agricultural, wildlife, ecology, and biology capabilities. The goal of the Social and Economic Analysis Branch's research is to enhance natural-resource management, agency functions, policies, and decisionmaking.

76 FR 26771 - NASA Advisory Council; Task Group of the Science Committee; Meeting

Science.gov (United States)

2011-05-09

... of the Science Committee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION: Notice of meeting. SUMMARY: In accordance with the Federal Advisory Committee Act, Public Law 92-463, as... the NASA Advisory Council (NAC) Science Committee. This Task Group reports to the Science Committee of...

76 FR 21073 - NASA Advisory Council; Task Group of the Science Committee; Meeting

Science.gov (United States)

2011-04-14

... of the Science Committee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION: Notice of meeting. SUMMARY: In accordance with the Federal Advisory Committee Act, Public Law 92-463, as... the NASA Advisory Council (NAC) Science Committee. This Task Group reports to the Science Committee of...

Mainstreaming Gender Analysis Into Science

Science.gov (United States)

Schiebinger, Londa

This essay considers the question, Has feminism changed science? After three decades of active research, what new insights, questions, and priorities have feminists - men or women - brought to the sciences? The author provides examples of change from three areas: women's health research, primatology, and archaeology. The essay concludes with a discussion of mainstreaming gender analysis into science.

The Mars Astrobiology Explorer-Cacher (MAX-C): a potential rover mission for 2018. Final report of the Mars Mid-Range Rover Science Analysis Group (MRR-SAG) October 14, 2009.

Science.gov (United States)

2010-03-01

This report documents the work of the Mid-Range Rover Science Analysis Group (MRR-SAG), which was assigned to formulate a concept for a potential rover mission that could be launched to Mars in 2018. Based on programmatic and engineering considerations as of April 2009, our deliberations assumed that the potential mission would use the Mars Science Laboratory (MSL) sky-crane landing system and include a single solar-powered rover. The mission would also have a targeting accuracy of approximately 7 km (semimajor axis landing ellipse), a mobility range of at least 10 km, and a lifetime on the martian surface of at least 1 Earth year. An additional key consideration, given recently declining budgets and cost growth issues with MSL, is that the proposed rover must have lower cost and cost risk than those of MSL--this is an essential consideration for the Mars Exploration Program Analysis Group (MEPAG). The MRR-SAG was asked to formulate a mission concept that would address two general objectives: (1) conduct high priority in situ science and (2) make concrete steps toward the potential return of samples to Earth. The proposed means of achieving these two goals while balancing the trade-offs between them are described here in detail. We propose the name Mars Astrobiology Explorer-Cacher(MAX-C) to reflect the dual purpose of this potential 2018 rover mission.

Children's Oncology Group's 2013 blueprint for research: behavioral science.

Science.gov (United States)

Noll, Robert B; Patel, Sunita K; Embry, Leanne; Hardy, Kristina K; Pelletier, Wendy; Annett, Robert D; Patenaude, Andrea; Lown, E Anne; Sands, Stephen A; Barakat, Lamia P

2013-06-01

Behavioral science has long played a central role in pediatric oncology clinical service and research. Early work focused on symptom relief related to side effects of chemotherapy and pain management related to invasive medical procedures. As survival rates improved, the focused has shifted to examination of the psychosocial impact, during and after treatment, of pediatric cancer and its treatment on children and their families. The success of the clinical trials networks related to survivorship highlights an even more critical role in numerous domains of psychosocial research and care. Within the cooperative group setting, the field of behavioral science includes psychologists, social workers, physicians, nurses, and parent advisors. The research agenda of this group of experts needs to focus on utilization of psychometrically robust measures to evaluate the impact of treatment on children with cancer and their families during and after treatment ends. Over the next 5 years, the field of behavioral science will need to develop and implement initiatives to expand use of standardized neurocognitive and behavior batteries; increase assessment of neurocognition using technology; early identification of at-risk children/families; establish standards for evidence-based psychosocial care; and leverage linkages with the broader behavioral health pediatric oncology community to translate empirically supported research clinical trials care to practice. Copyright © 2012 Wiley Periodicals, Inc.

Other Women in Science Groups | Women in Science | Initiatives ...

Indian Academy of Sciences (India)

... Proceedings – Mathematical Sciences · Resonance – Journal of Science ... The Department of Science & Technology has set up a National Task Force on Women ... The International Union of Pure and Applied Physics (IUPAP) has set up a ... the area of Science in Society under its Research and Innovation programmes.

Partnerships for the Design, Conduct, and Analysis of Effectiveness, and Implementation Research: Experiences of the Prevention Science and Methodology Group

Science.gov (United States)

Brown, C. Hendricks; Kellam, Sheppard G.; Kaupert, Sheila; Muthén, Bengt O.; Wang, Wei; Muthén, Linda K.; Chamberlain, Patricia; PoVey, Craig L.; Cady, Rick; Valente, Thomas W.; Ogihara, Mitsunori; Prado, Guillermo J.; Pantin, Hilda M.; Gallo, Carlos G.; Szapocznik, José; Czaja, Sara J.; McManus, John W.

2012-01-01

What progress prevention research has made comes through strategic partnerships with communities and institutions that host this research, as well as professional and practice networks that facilitate the diffusion of knowledge about prevention. We discuss partnership issues related to the design, analysis, and implementation of prevention research and especially how rigorous designs, including random assignment, get resolved through a partnership between community stakeholders, institutions, and researchers. These partnerships shape not only study design, but they determine the data that can be collected and how results and new methods are disseminated. We also examine a second type of partnership to improve the implementation of effective prevention programs into practice. We draw on social networks to studying partnership formation and function. The experience of the Prevention Science and Methodology Group, which itself is a networked partnership between scientists and methodologists, is highlighted. PMID:22160786

Science Research Group Leader's Power and Members' Compliance and Satisfaction with Supervision

Science.gov (United States)

Meng, Yi; He, Jia; Luo, Changkun

2014-01-01

This study investigated the correlations between science research group members' perceptions of power bases used by their group (lab, team) leader (coercive, reward, legitimate, expert and referent) and the effect of those perceptions on group members' attitudinal compliance, behavioral compliance, and satisfaction with supervision. Participants…

Effectiveness of Various Innovative Learning Methods in Health Science Classrooms: A Meta-Analysis

Science.gov (United States)

Kalaian, Sema A.; Kasim, Rafa M.

2017-01-01

This study reports the results of a meta-analysis of the available literature on the effectiveness of various forms of innovative small-group learning methods on student achievement in undergraduate college health science classrooms. The results of the analysis revealed that most of the primary studies supported the effectiveness of the…

A path less traveled: A self-guided action science inquiry among a small group of adult learners

Science.gov (United States)

Folkman, Daniel Vance

This dissertation provides an analysis of the dialogue that occurred among a small group of adult learners who engaged in a self-guided action science inquiry into their own practice. The following pages describe how this group of five practitioners ventured into a critical, self-reflective inquiry into their own values, feelings, and intentions in search of personal and professional growth. It is a deeply revealing story that shows how, through group dialogue, the members gradually unravel the interconnections between their values, feelings, and intention. They uncover surprising and unanticipated patterns in their reasoning-in-action that reflect lessons from present day experiences as well as childhood axioms about what constitutes appropriate behavior. They push their learning further to recognize emotional triggers that are useful in confronting old habits of mind that must be overcome if new Model II strategies are to be learned and internalized. They conclude that becoming Model II requires a centering on basic values, a personal commitment to change, a willingness to persist in the face of resistance, and the wisdom to act with deliberate caution. The transformative power of this insight lies in the realization of what it takes personally and collectively to make the world a truly respectful, productive, democratic, and socially just place in which to live and work. The action science literature holds the assumption that a trained facilitator is needed to guide such an inquiry and the learning of Model II skills. Unfortunately, there are few educator-trainers available to facilitate the learning of Model II proficiencies over the months and years that may be required. The data presented here show that it is possible for a group of highly motivated individuals to initiate and sustain their own action science inquiry without the aid of a highly skilled facilitator. A model of the group dialogue is presented that highlights the salient characteristics of an

Video-based Analysis of Motivation and Interaction in Science Classrooms

DEFF Research Database (Denmark)

Andersen, Hanne Moeller; Nielsen, Birgitte Lund

2013-01-01

in groups. Subsequently, the framework was used for an analysis of students’ motivation in the whole class situation. A cross-case analysis was carried out illustrating characteristics of students’ motivation dependent on the context. This research showed that students’ motivation to learn science...... is stimulated by a range of different factors, with autonomy, relatedness and belonging apparently being the main sources of motivation. The teacher’s combined use of questions, uptake and high level evaluation was very important for students’ learning processes and motivation, especially students’ self......An analytical framework for examining students’ motivation was developed and used for analyses of video excerpts from science classrooms. The framework was developed in an iterative process involving theories on motivation and video excerpts from a ‘motivational event’ where students worked...

Academic writing in a corpus of 4th grade science notebooks: An analysis of student language use and adult expectations of the genres of school science

Science.gov (United States)

Esquinca, Alberto

This is a study of language use in the context of an inquiry-based science curriculum in which conceptual understanding ratings are used split texts into groups of "successful" and "unsuccessful" texts. "Successful" texts could include known features of science language. 420 texts generated by students in 14 classrooms from three school districts, culled from a prior study on the effectiveness of science notebooks to assess understanding, in addition to the aforementioned ratings are the data sources. In science notebooks, students write in the process of learning (here, a unit on electricity). The analytical framework is systemic functional linguistics (Halliday and Matthiessen, 2004; Eggins, 2004), specifically the concepts of genre, register and nominalization. Genre classification involves an analysis of the purpose and register features in the text (Schleppegrell, 2004). The use of features of the scientific academic register, namely the use relational processes and nominalization (Halliday and Martin, 1993), requires transitivity analysis and noun analysis. Transitivity analysis, consisting of the identification of the process type, is conducted on 4737 ranking clauses. A manual count of each noun used in the corpus allows for a typology of nouns. Four school science genres, procedures, procedural recounts reports and explanations, are found. Most texts (85.4%) are factual, and 14.1% are classified as explanations, the analytical genre. Logistic regression analysis indicates that there is no significant probability that the texts classified as explanation are placed in the group of "successful" texts. In addition, material process clauses predominate in the corpus, followed by relational process clauses. Results of a logistic regression analysis indicate that there is a significant probability (Chi square = 15.23, p placed in the group of "successful" texts. In addition, 59.5% of 6511 nouns are references to physical materials, followed by references to

Effectiveness of various innovative learning methods in health science classrooms: a meta-analysis.

Science.gov (United States)

Kalaian, Sema A; Kasim, Rafa M

2017-12-01

This study reports the results of a meta-analysis of the available literature on the effectiveness of various forms of innovative small-group learning methods on student achievement in undergraduate college health science classrooms. The results of the analysis revealed that most of the primary studies supported the effectiveness of the small-group learning methods in improving students' academic achievement with an overall weighted average effect-size of 0.59 in standard deviation units favoring small-group learning methods. The subgroup analysis showed that the various forms of innovative and reform-based small-group learning interventions appeared to be significantly more effective for students in higher levels of college classes (sophomore, junior, and senior levels), students in other countries (non-U.S.) worldwide, students in groups of four or less, and students who choose their own group. The random-effects meta-regression results revealed that the effect sizes were influenced significantly by the instructional duration of the primary studies. This means that studies with longer hours of instruction yielded higher effect sizes and on average every 1 h increase in instruction, the predicted increase in effect size was 0.009 standard deviation units, which is considered as a small effect. These results may help health science and nursing educators by providing guidance in identifying the conditions under which various forms of innovative small-group learning pedagogies are collectively more effective than the traditional lecture-based teaching instruction.

Under-represented students' engagement in secondary science learning: A non-equivalent control group design

Science.gov (United States)

Vann-Hamilton, Joy J.

conducted. The reliability results prompted exploratory factory analyses, which resulted in two of the three subscale factors, cognitive and behavioral, being retained. One-within one-between subjects ANOVAs, independent samples t-test, and multiple linear regressions were also used to examine the impact of a multicultural science education, multimedia, and individual characteristics on students' engagement in science learning. Results. There were main effects found within subjects on posttest scores for the cognitive and behavioral subscales of student engagement. Both groups, using their respective versions of the multimedia science curriculum, reported increased engagement in science learning. There was also a statistical difference found for the experimental group at posttest on the measure of "online science was more interesting than school science." All five items unique to the posttest related to the multimedia variable were found to be significant predictors of cognitive and/or behavioral engagement. Conclusions. Engagement in science learning increased for both groups of participants; this finding is aligned with other significant research findings that more embracive and relevant pedagogies can potentially benefit all students. The significant difference found for the experimental group in relation to the multimedia usage was moderate and also may have reflected positive responses to other questions about the use of technology in science learning. As all five measures of multimedia usage were found to be significant predictors of student engagement in science learning, the indications were that: (a) technical difficulties did not impede engagement; (b) participants were better able to understand and visualize the physics concepts as they were presented in a variety of ways; (c) participants' abilities to use computers supported engagement; (d) participants in both groups found the online science curriculum more interesting compared to school science learning; and

Recent applications of harmonic analysis to function spaces, differential equations, and data science novel methods in harmonic analysis

CERN Document Server

Gia, Quoc; Mayeli, Azita; Mhaskar, Hrushikesh; Zhou, Ding-Xuan

2017-01-01

The second of a two volume set on novel methods in harmonic analysis, this book draws on a number of original research and survey papers from well-known specialists detailing the latest innovations and recently discovered links between various fields. Along with many deep theoretical results, these volumes contain numerous applications to problems in signal processing, medical imaging, geodesy, statistics, and data science. The chapters within cover an impressive range of ideas from both traditional and modern harmonic analysis, such as: the Fourier transform, Shannon sampling, frames, wavelets, functions on Euclidean spaces, analysis on function spaces of Riemannian and sub-Riemannian manifolds, Fourier analysis on manifolds and Lie groups, analysis on combinatorial graphs, sheaves, co-sheaves, and persistent homologies on topological spaces. Volume II is organized around the theme of recent applications of harmonic analysis to function spaces, differential equations, and data science, covering topics such a...

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

Science.gov (United States)

Ferreira, Sílvia; Morais, Ana M.

2013-01-01

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

New Frontiers in Analyzing Dynamic Group Interactions: Bridging Social and Computer Science.

Science.gov (United States)

Lehmann-Willenbrock, Nale; Hung, Hayley; Keyton, Joann

2017-10-01

This special issue on advancing interdisciplinary collaboration between computer scientists and social scientists documents the joint results of the international Lorentz workshop, "Interdisciplinary Insights into Group and Team Dynamics," which took place in Leiden, The Netherlands, July 2016. An equal number of scholars from social and computer science participated in the workshop and contributed to the papers included in this special issue. In this introduction, we first identify interaction dynamics as the core of group and team models and review how scholars in social and computer science have typically approached behavioral interactions in groups and teams. Next, we identify key challenges for interdisciplinary collaboration between social and computer scientists, and we provide an overview of the different articles in this special issue aimed at addressing these challenges.

Johnson Space Center's Risk and Reliability Analysis Group 2008 Annual Report

Science.gov (United States)

Valentine, Mark; Boyer, Roger; Cross, Bob; Hamlin, Teri; Roelant, Henk; Stewart, Mike; Bigler, Mark; Winter, Scott; Reistle, Bruce; Heydorn,Dick

2009-01-01

The Johnson Space Center (JSC) Safety & Mission Assurance (S&MA) Directorate s Risk and Reliability Analysis Group provides both mathematical and engineering analysis expertise in the areas of Probabilistic Risk Assessment (PRA), Reliability and Maintainability (R&M) analysis, and data collection and analysis. The fundamental goal of this group is to provide National Aeronautics and Space Administration (NASA) decisionmakers with the necessary information to make informed decisions when evaluating personnel, flight hardware, and public safety concerns associated with current operating systems as well as with any future systems. The Analysis Group includes a staff of statistical and reliability experts with valuable backgrounds in the statistical, reliability, and engineering fields. This group includes JSC S&MA Analysis Branch personnel as well as S&MA support services contractors, such as Science Applications International Corporation (SAIC) and SoHaR. The Analysis Group s experience base includes nuclear power (both commercial and navy), manufacturing, Department of Defense, chemical, and shipping industries, as well as significant aerospace experience specifically in the Shuttle, International Space Station (ISS), and Constellation Programs. The Analysis Group partners with project and program offices, other NASA centers, NASA contractors, and universities to provide additional resources or information to the group when performing various analysis tasks. The JSC S&MA Analysis Group is recognized as a leader in risk and reliability analysis within the NASA community. Therefore, the Analysis Group is in high demand to help the Space Shuttle Program (SSP) continue to fly safely, assist in designing the next generation spacecraft for the Constellation Program (CxP), and promote advanced analytical techniques. The Analysis Section s tasks include teaching classes and instituting personnel qualification processes to enhance the professional abilities of our analysts

Collaborating in Life Science Research Groups: The Question of Authorship

Science.gov (United States)

Muller, Ruth

2012-01-01

This qualitative study explores how life science postdocs' perceptions of contemporary academic career rationales influence how they relate to collaboration within research groups. One consequential dimension of these perceptions is the high value assigned to publications. For career progress, postdocs consider producing publications and…

Protocol Analysis of Group Problem Solving in Mathematics: A Cognitive-Metacognitive Framework for Assessment.

Science.gov (United States)

Artzt, Alice F.; Armour-Thomas, Eleanor

The roles of cognition and metacognition were examined in the mathematical problem-solving behaviors of students as they worked in small groups. As an outcome, a framework that links the literature of cognitive science and mathematical problem solving was developed for protocol analysis of mathematical problem solving. Within this framework, each…

A Mentoring Program in Environmental Science for Underrepresented Groups

Science.gov (United States)

Stevens, L.; Rizzo, D. M.

2009-12-01

We developed a four-year program, combining educational and career support and research activities, to recruit and retain students from underrepresented groups in environmental sciences. Specifically, the program: ○ Assigns each student a faculty or graduate student mentor with whom the student conducts research activities. ○ Includes a weekly group meeting for team building and to review professional development and academic topics, such as time management and research ethics. ○ Requires students to make multiple formal presentations of their research proposals and results. ○ Provides scholarships and stipends for both the academic year and to engage students in summer research. The program seeks to achieve several goals including: ● Enhance academic performance. ● Encourage continued study in environmental science. ● Facilitate students completing their studies at UVM. ● Increase students’ interest in pursuing science careers. ● Create a more welcoming academic environment. To assess progress toward achievement of these goals, we conducted individual structured interviews with participating undergraduate students, graduate students, and faculty members at two points in time. First, interviews were conducted in the fall of 2007 after two years, and again in spring 2009, after four years. An independent research consultant, Dr. Livingston, conducted the interviews. In 2009, over the course of three days, the interviews included three graduate student and two faculty mentors, and six of the seven undergraduate students. Of the six students, three were juniors and three were graduating seniors. Results of the 2009 interviews echoed those of 2007. Both students and their mentors are quite satisfied with the program. The student presentations, weekly meetings, mentoring relationships, and summer research experiences all get high ratings from program participants. Students give high praise to their mentors and the program directors for providing

Nuclear analysis techniques and environmental sciences

International Nuclear Information System (INIS)

1997-10-01

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

About the Nutritional Science Research Group | Division of Cancer Prevention

Science.gov (United States)

The Nutritional Science Research Group (NSRG) promotes and supports studies establishing a comprehensive understanding of the precise role of diet and food components in modulating cancer risk and tumor cell behavior. This focus includes approaches to characterize molecular targets and variability in individual responses to nutrients and dietary patterns. |

Analysis and modeling of complex data in behavioral and social sciences

CERN Document Server

Okada, Akinori; Ragozini, Giancarlo; Weihs, Claus

2014-01-01

This volume presents theoretical developments, applications and computational methods for the analysis and modeling in behavioral and social sciences where data are usually complex to explore and investigate. The challenging proposals provide a connection between statistical methodology and the social domain with particular attention to computational issues in order to effectively address complicated data analysis problems. The papers in this volume stem from contributions initially presented at the joint international meeting JCS-CLADAG held in Anacapri (Italy) where the Japanese Classification Society and the Classification and Data Analysis Group of the Italian Statistical Society had a stimulating scientific discussion and exchange.

A content analysis of physical science textbooks with regard to the nature of science and ethnic diversity

Science.gov (United States)

Brooks, Kristine M.

The goal of science education is the preparation of scientifically literate students (Abd-El-Khalick & Lederman, 2000, & American Association for the Advancement of Science (AAAS), 1990). In order to instruct students in the nature of science with its history, development, methods and applications, science teachers use textbooks as the primary organizer for the curriculum (Chippetta, Ganesh, Lee, & Phillips, 2006). Science textbooks are the dominant instructional tool that exerts great influence on instructional content and its delivery (Wang, 1998). Science and science literacy requires acquiring knowledge about the natural world and understanding its application in society, or, in other words, the nature of science. An understanding of the nature of science is an important part of science literacy (Abd-El-Khalik & Lederman, 2000, & AAAS, 1990). The nature of science has four basic themes or dimensions: science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science with its interaction with technology and society (Chippetta & Koballa, 2006). Textbooks must relay and incorporate these themes to promote science literacy. The results from this content analysis provide further insights into science textbooks and their content with regard to the inclusion of the nature of science and ethnic diversity. Science textbooks usually downplay human influences (Clough & Olson, 2004) whether as part of the nature of science with its historical development or its interaction with societies of diverse cultures. Minority students are underperforming in science and science is divided on ethnic, linguistic, and gender identity (Brown, 2005). Greater representations of diversity in curriculum materials enable minority students to identify with science (Nines, 2000). Textbooks, with their influence on curriculum and presentation, must include links for science and students of diverse cultures. What is the balance of the four aspects of the

JEM-X science analysis software

DEFF Research Database (Denmark)

Westergaard, Niels Jørgen Stenfeldt; Kretschmar, P.; Oxborrow, Carol Anne

2003-01-01

The science analysis of the data from JEM-X on INTEGRAL is performed through a number of levels including corrections, good time selection, imaging and source finding, spectrum and light-curve extraction. These levels consist of individual executables and the running of the complete analysis...

Portable XRF and principal component analysis for bill characterization in forensic science.

Science.gov (United States)

Appoloni, C R; Melquiades, F L

2014-02-01

Several modern techniques have been applied to prevent counterfeiting of money bills. The objective of this study was to demonstrate the potential of Portable X-ray Fluorescence (PXRF) technique and the multivariate analysis method of Principal Component Analysis (PCA) for classification of bills in order to use it in forensic science. Bills of Dollar, Euro and Real (Brazilian currency) were measured directly at different colored regions, without any previous preparation. Spectra interpretation allowed the identification of Ca, Ti, Fe, Cu, Sr, Y, Zr and Pb. PCA analysis separated the bills in three groups and subgroups among Brazilian currency. In conclusion, the samples were classified according to its origin identifying the elements responsible for differentiation and basic pigment composition. PXRF allied to multivariate discriminate methods is a promising technique for rapid and no destructive identification of false bills in forensic science. Copyright © 2013 Elsevier Ltd. All rights reserved.

Portable XRF and principal component analysis for bill characterization in forensic science

International Nuclear Information System (INIS)

Appoloni, C.R.; Melquiades, F.L.

2014-01-01

Several modern techniques have been applied to prevent counterfeiting of money bills. The objective of this study was to demonstrate the potential of Portable X-ray Fluorescence (PXRF) technique and the multivariate analysis method of Principal Component Analysis (PCA) for classification of bills in order to use it in forensic science. Bills of Dollar, Euro and Real (Brazilian currency) were measured directly at different colored regions, without any previous preparation. Spectra interpretation allowed the identification of Ca, Ti, Fe, Cu, Sr, Y, Zr and Pb. PCA analysis separated the bills in three groups and subgroups among Brazilian currency. In conclusion, the samples were classified according to its origin identifying the elements responsible for differentiation and basic pigment composition. PXRF allied to multivariate discriminate methods is a promising technique for rapid and no destructive identification of false bills in forensic science. - Highlights: • The paper is about a direct method for bills discrimination by EDXRF and principal component analysis. • The bills are analyzed directly, without sample preparation and non destructively. • The results demonstrates that the methodology is feasible and could be applied in forensic science for identification of origin and false banknotes. • The novelty is that portable EDXRF is very fast and efficient for bills characterization

Ignalina Safety Analysis Group

International Nuclear Information System (INIS)

Ushpuras, E.

1995-01-01

The article describes the fields of activities of Ignalina NPP Safety Analysis Group (ISAG) in the Lithuanian Energy Institute and overview the main achievements gained since the group establishment in 1992. The group is working under the following guidelines: in-depth analysis of the fundamental physical processes of RBMK-1500 reactors; collection, systematization and verification of the design and operational data; simulation and analysis of potential accident consequences; analysis of thermohydraulic and neutronic characteristics of the plant; provision of technical and scientific consultations to VATESI, Governmental authorities, and also international institutions, participating in various projects aiming at Ignalina NPP safety enhancement. The ISAG is performing broad scientific co-operation programs with both Eastern and Western scientific groups, supplying engineering assistance for Ignalina NPP. ISAG is also participating in the joint Lithuanian - Swedish - Russian project - Barselina, the first Probabilistic Safety Assessment (PSA) study of Ignalina NPP. The work is underway together with Maryland University (USA) for assessment of the accident confinement system for a range of breaks in the primary circuit. At present the ISAG personnel is also involved in the project under the grant from the Nuclear Safety Account, administered by the European Bank for reconstruction and development for the preparation and review of an in-depth safety assessment of the Ignalina plant

Learning Science in Small Multi-Age Groups: The Role of Age Composition

Science.gov (United States)

Kallery, Maria; Loupidou, Thomais

2016-01-01

The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by…

Decision Analysis: Engineering Science or Clinical Art

Science.gov (United States)

1979-11-01

TECHNICAL REPORT TR 79-2-97 DECISION ANALYSIS: ENGINEERING SCIENCE OR CLINICAL ART ? by Dennis M. Buede Prepared for Defense Advanced Research...APPLICATIONS OF THE ENGINEER- ING SCIENCE AND CLINICAL ART EXTREMES 9 3.1 Applications of the Engineering Science Approach 9 3.1.1 Mexican electrical...DISCUSSION 29 4.1 Engineering Science versus Clinical Art : A Characterization of When Each is Most Attractive 30 4.2 The Implications of the Engineering

Deciding on Science: An Analysis of Higher Education Science Student Major Choice Criteria

Science.gov (United States)

White, Stephen Wilson

The number of college students choosing to major in science, technology, engineering, and math (STEM) in the United States affects the size and quality of the American workforce (Winters, 2009). The number of graduates in these academic fields has been on the decline in the United States since the 1960s, which, according to Lips and McNeil (2009), has resulted in a diminished ability of the United States to compete in science and engineering on the world stage. The purpose of this research was to learn why students chose a STEM major and determine what decision criteria influenced this decision. According to Ajzen's (1991) theory of planned behavior (TPB), the key components of decision-making can be quantified and used as predictors of behavior. In this study the STEM majors' decision criteria were compared between different institution types (two-year, public four-year, and private four-year), and between demographic groups (age and sex). Career, grade, intrinsic, self-efficacy, and self-determination were reported as motivational factors by a majority of science majors participating in this study. Few students reported being influenced by friends and family when deciding to major in science. Science students overwhelmingly attributed the desire to solve meaningful problems as central to their decision to major in science. A majority of students surveyed credited a teacher for influencing their desire to pursue science as a college major. This new information about the motivational construct of the studied group of science majors can be applied to the previously stated problem of not enough STEM majors in the American higher education system to provide workers required to fill the demand of a globally STEM-competitive United States (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2010).

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

Science.gov (United States)

Ledger, Antoinette Frances

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

Trends of Science Education Research: An Automatic Content Analysis

Science.gov (United States)

Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

2010-01-01

This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of "International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education" from 1990 to 2007. The…

Status report on the land processes aircraft science management operations working group

Science.gov (United States)

Lawless, James G.; Mann, Lisa J.

1991-01-01

Since its inception three years ago, the Land Processes Aircraft Science Management Operations Working Group (MOWG) provided recommendations on the optimal use of the Agency's aircraft in support of the Land Processes Science Program. Recommendations covered topics such as aircraft and sensor usage, development of long-range plans, Multisensor Airborne Campaigns (MAC), program balance, aircraft sensor databases, new technology and sensor development, and increased University scientist participation in the program. Impacts of these recommendations improved the efficiency of various procedures including the flight request process, tracking of flight hours, and aircraft usage. The group also created a bibliography focused on publications produced by Land Processes scientists from the use of the aircraft program, surveyed NASA funded PI's on their participation in the aircraft program, and developed a planning template for multi-sensor airborne campaigns. Benefits from these activities are summarized.

Research in applied mathematics, numerical analysis, and computer science

Science.gov (United States)

1984-01-01

Research conducted at the Institute for Computer Applications in Science and Engineering (ICASE) in applied mathematics, numerical analysis, and computer science is summarized and abstracts of published reports are presented. The major categories of the ICASE research program are: (1) numerical methods, with particular emphasis on the development and analysis of basic numerical algorithms; (2) control and parameter identification; (3) computational problems in engineering and the physical sciences, particularly fluid dynamics, acoustics, and structural analysis; and (4) computer systems and software, especially vector and parallel computers.

An overview of animal science research 1945-2011 through science mapping analysis.

Science.gov (United States)

Rodriguez-Ledesma, A; Cobo, M J; Lopez-Pujalte, C; Herrera-Viedma, E

2015-12-01

The conceptual structure of the field of Animal Science (AS) research is examined by means of a longitudinal science mapping analysis. The whole of the AS research field is analysed, revealing its conceptual evolution. To this end, an automatic approach to detecting and visualizing hidden themes or topics and their evolution across a consecutive span of years was applied to AS publications of the JCR category 'Agriculture, Dairy & Animal Science' during the period 1945-2011. This automatic approach was based on a coword analysis and combines performance analysis and science mapping. To observe the conceptual evolution of AS, six consecutive periods were defined: 1945-1969, 1970-1979, 1980-1989, 1990-1999, 2000-2005 and 2006-2011. Research in AS was identified as having focused on ten main thematic areas: ANIMAL-FEEDING, SMALL-RUMINANTS, ANIMAL-REPRODUCTION, DAIRY-PRODUCTION, MEAT-QUALITY, SWINE-PRODUCTION, GENETICS-AND-ANIMAL-BREEDING, POULTRY, ANIMAL-WELFARE and GROWTH-FACTORS-AND-FATTY-ACIDS. The results show how genomic studies gain in weight and integrate with other thematic areas. The whole of AS research has become oriented towards an overall framework in which animal welfare, sustainable management and human health play a major role. All this would affect the future structure and management of livestock farming. © 2014 Blackwell Verlag GmbH.

Overview of Infrastructure Science and Analysis for Homeland Security

Energy Technology Data Exchange (ETDEWEB)

Backhaus, Scott N. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-07-21

This presentation offers an analysis of infrastructure science with goals to provide third-party independent science based input into complex problems of national concern and to use scientific analysis to "turn down the noise" around complex problems.

Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles

Science.gov (United States)

Höttecke, Dietmar; Silva, Cibelle Celestino

2011-03-01

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers' skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.

History of Science Content Analysis of Chinese Science Textbooks from the Perspective of Acculturation

Science.gov (United States)

Ma, Yongjun; Wan, Yanlan

2017-01-01

Based on previous international studies, a content analysis scheme has been designed and used from the perspective of culture to study the history of science (HOS) in science textbooks. Nineteen sets of Chinese science textbooks have been analyzed. It has been found that there are noticeable changes in the quantity, content, layout, presentation,…

Enrolling science teachers in continual professional development

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2010-01-01

The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that t...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions.......The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...

Sharpening the lens of culturally responsive science teaching: a call for liberatory education for oppressed student groups

Science.gov (United States)

Codrington, Jamila

2014-12-01

Wallace and Brand's framing of culturally responsive science teaching through the lens of critical race theory honors the role of social justice in science education. In this article, I extend the discussion through reflections on the particular learning needs of students from oppressed cultural groups, specifically African Americans. Understanding the political nature of education, I explore the importance of transforming science education so that it has the capacity to provide African American students with tools for their own liberation. I discuss Wallace and Brand's research findings in relation to the goal of liberatory education, and offer ideas for how science educators might push forward this agenda as they strive for culturally responsive teaching with oppressed student groups.

A Comparison of Creativity in Project Groups in Science and Engineering Education in Denmark and China

DEFF Research Database (Denmark)

Zhou, Chunfang; Valero, Paola

2015-01-01

Different pedagogical strategies influence the development of creativity in project groups in science and engineering education. This study is a comparison between two cases: Problem-Based Learning (PBL) in Denmark and Project-Organized Learning (POL) in China.......Different pedagogical strategies influence the development of creativity in project groups in science and engineering education. This study is a comparison between two cases: Problem-Based Learning (PBL) in Denmark and Project-Organized Learning (POL) in China....

Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students' Science Assessment Performance.

Science.gov (United States)

Webb, Noreen M.; Nemer, Kariane Mari; Zuniga, Stephen

2002-01-01

Studied the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-ability students completing science assessments. Results for 83 high ability students show the quality of group functioning serves as the strongest predictor of high-ability students' performance and explained much of the…

Critical analysis of science textbooks evaluating instructional effectiveness

CERN Document Server

2013-01-01

The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation. Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as the American Association for the Advancement of Science (whose Project 2061 is an influential waypoint in developing protocols for textbook analysis). Thus the book shows how to gauge aspects of textbooks such as their treatment of controversial issues, graphical depictions, scientific historiography, vocabulary usage, acc...

Handbook of group decision and negotiation

CERN Document Server

Eden, Colin

2010-01-01

The growing field of Group Decision and Negotiation is best described as the empirical, formal, computational, and strategic analysis of group decision-making and negotiation, especially from the viewpoints of Management Science and Operations Research. The topic crosses many traditional disciplinary boundaries. It has connections to business administration and business strategy, management science, systems engineering, computer science, mathematics, and law, as well as economics, psychology, and other social sciences. This defining handbook provides an up-to-date reference on new approaches to the principles and practice of negotiation, group decision-making, and collaboration, including the origins, development, and prospects of electronic negotiation, as well as the associated development of on-line or computer-based arbitration systems. It also provides a current and comprehensive reference on how traditional issues in negotiation, such as knowledge, language, strategy, fairness and justice, have been tra...

STREAMS - Supporting Underrepresented Groups in Earth Sciences

Science.gov (United States)

Carvalho-Knighton, K.; Johnson, A.

2009-12-01

In Fall 2008, STREAMS (Supporting Talented and Remarkable Environmental And Marine Science students) Scholarship initiative began at the University of South Florida St. Petersburg, the only public university in Pinellas County. STREAMS is a partnership between the University of South Florida St. Petersburg’s (USFSP) Environmental Science and Policy Program and University of South Florida’s (USF) College of Marine Science. The STREAMS Student Scholarship Program has facilitated increased recruitment, retention, and graduation of USFSP environmental science and USF marine science majors. The STREAMS program has increased opportunities for minorities and women to obtain undergraduate and graduate degrees, gain valuable research experience and engage in professional development activities. STREAMS scholars have benefited from being mentored by USFSP and USF faculty and as well as MSPhDs students and NSF Florida-Georgia LSAMP Bridge to Doctorate graduate fellows. In addition, STREAMS has facilitated activities designed to prepare student participants for successful Earth system science-related careers. We will elucidate the need for this initiative and vision for the collaboration.

Activation analysis in the environment: Science and technology

International Nuclear Information System (INIS)

Lenihan, J.

1989-01-01

Science is disciplined curiosity. Activation analysis was created more than 50 yr ago by Hevesy's curiosity and Levi's experimental skill. Technology is the exploitation of machines and materials for the fulfillment of human needs or wants. The early history of neutron activation analysis (NAA) was greatly influenced by military requirements. Since then the technique has found applications in many disciplines, including materials science, medicine, archaeology, geochemistry, agriculture, and forensic science. More recently, neutron activation analysts, responding to increasing public interest and concern, have made distinctive contributions to the study of environmental problems. Activation analysis, though it uses some procedures derived from physics, is essentially a chemical technique. The chemical study of the environment may be reviewed under many headings; three are discussed here: 1. occupational medicine 2. health of the general public 3. environmental pollution

Group monopolization & collaborative work: the making of a science video project

NARCIS (Netherlands)

Jayme, B.; Roth, W.-M.; Reis, G.; Eijck, van M.W.

2007-01-01

ABSTRACT: In the present ethnographic case study, we investigate how monopolization emerges and is maintained during collaborative working situations in elementary science classroom tasks. Our analysis suggests that monopolization is achieved in part by the position of the students around the

Harmonic Analysis and Group Representation

CERN Document Server

Figa-Talamanca, Alessandro

2011-01-01

This title includes: Lectures - A. Auslander, R. Tolimeri - Nilpotent groups and abelian varieties, M Cowling - Unitary and uniformly bounded representations of some simple Lie groups, M. Duflo - Construction de representations unitaires d'un groupe de Lie, R. Howe - On a notion of rank for unitary representations of the classical groups, V.S. Varadarajan - Eigenfunction expansions of semisimple Lie groups, and R. Zimmer - Ergodic theory, group representations and rigidity; and, Seminars - A. Koranyi - Some applications of Gelfand pairs in classical analysis.

Mars exploration program analysis group goal one: determine if life ever arose on Mars.

Science.gov (United States)

Hoehler, Tori M; Westall, Frances

2010-11-01

The Mars Exploration Program Analysis Group (MEPAG) maintains a standing document that articulates scientific community goals, objectives, and priorities for mission-enabled Mars science. Each of the goals articulated within the document is periodically revisited and updated. The astrobiology-related Goal One, "Determine if life ever arose on Mars," has recently undergone such revision. The finalized revision, which appears in the version of the MEPAG Goals Document posted on September 24, 2010, is presented here.

Research in health sciences library and information science: a quantitative analysis.

Science.gov (United States)

Dimitroff, A

1992-10-01

A content analysis of research articles published between 1966 and 1990 in the Bulletin of the Medical Library Association was undertaken. Four specific questions were addressed: What subjects are of interest to health sciences librarians? Who is conducting this research? How do health sciences librarians conduct their research? Do health sciences librarians obtain funding for their research activities? Bibliometric characteristics of the research articles are described and compared to characteristics of research in library and information science as a whole in terms of subject and methodology. General findings were that most research in health sciences librarianship is conducted by librarians affiliated with academic health sciences libraries (51.8%); most deals with an applied (45.7%) or a theoretical (29.2%) topic; survey (41.0%) or observational (20.7%) research methodologies are used; descriptive quantitative analytical techniques are used (83.5%); and over 25% of research is funded. The average number of authors was 1.85, average article length was 7.25 pages, and average number of citations per article was 9.23. These findings are consistent with those reported in the general library and information science literature for the most part, although specific differences do exist in methodological and analytical areas.

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

Science.gov (United States)

Zimmerman, Heather

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

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

Science.gov (United States)

Skala, Chija; Slater, Timothy F.; Adams, Jeffrey P.

2000-08-01

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

A comparative analysis of Science-Technology-Society standards in elementary, middle and high school state science curriculum frameworks

Science.gov (United States)

Tobias, Karen Marie

An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating Science-Technology-Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research shows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: (1) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. (2) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each

41 CFR 60-2.12 - Job group analysis.

Science.gov (United States)

2010-07-01

... 41 Public Contracts and Property Management 1 2010-07-01 2010-07-01 true Job group analysis. 60-2... group analysis. (a) Purpose: A job group analysis is a method of combining job titles within the... employed. (b) In the job group analysis, jobs at the establishment with similar content, wage rates, and...

The Nature of Science and the "Next Generation Science Standards": Analysis and Critique

Science.gov (United States)

McComas, William F.; Nouri, Noushin

2016-01-01

This paper provides a detailed analysis of the inclusion of aspects of nature of science (NOS) in the "Next Generation Science Standards" (NGSS). In this new standards document, NOS elements in eight categories are discussed in Appendix H along with illustrative statements (called exemplars). Many, but not all, of these exemplars are…

Group Counseling with United States Racial Minority Groups: A 25-Year Content Analysis

Science.gov (United States)

Stark-Rose, Rose M.; Livingston-Sacin, Tina M.; Merchant, Niloufer; Finley, Amanda C.

2012-01-01

A 25-year content analysis was conducted of published group work articles that focused on 5 racial groups (African American, Asian American/Pacific Islander, Latino/a, Native American, and Intercultural group). Articles were included if they described an intervention or conceptual model with 1 of the racial groups. The analysis revealed 15 content…

Confirmatory factors analysis of science teacher leadership in the Thailand world-class standard schools

Science.gov (United States)

Thawinkarn, Dawruwan

2018-01-01

This research aims to analyze factors of science teacher leadership in the Thailand World-Class Standard Schools. The research instrument was a five scale rating questionnaire with reliability 0.986. The sample group included 500 science teachers from World-Class Standard Schools who had been selected by using the stratified random sampling technique. Factor analysis of science teacher leadership in the Thailand World-Class Standard Schools was conducted by using M plus for Windows. The results are as follows: The results of confirmatory factor analysis on science teacher leadership in the Thailand World-Class Standard Schools revealed that the model significantly correlated with the empirical data. The consistency index value was x2 = 105.655, df = 88, P-Value = 0.086, TLI = 0.997, CFI = 0.999, RMSEA = 0.022, and SRMR = 0.019. The value of factor loading of science teacher leadership was positive, with statistical significance at the level of 0.01. The value of six factors was between 0.880-0.996. The highest factor loading was the professional learning community, followed by child-centered instruction, participation in development, the role model in teaching, transformational leaders, and self-development with factor loading at 0.996, 0.928, 0.911, 0.907, 0.901, and 0.871, respectively. The reliability of each factor was 99.1%, 86.0%, 83.0%, 82.2%, 81.0%, and 75.8%, respectively.

Conference Essay: Interiors and Exteriors in Discourse Analysis and the Sociology of Science

Directory of Open Access Journals (Sweden)

Elke Fein

2007-01-01

Full Text Available The following report summarizes the discussions and a number of the central substantive points put forward by the participants of the Franco-German workshop—held in Paris during the summer of 2005—on recent developments and future perspectives of discourse related research in France and Germany. Discourse analysis in France can be traced back to structuralist theorizing as it has developed inside linguistics since SAUSSURE and further elaborated by theorists such as FOUCAULT, DERRIDA, ALTHUSSER and LACAN. Currently, the field is characterized by well established linguistic research networks and methodologies. Discourse analysis in Germany, in contrast, gained academic status only in the 1990s, and this was the case mainly in social science disciplines. Against this background, the workshop not only shed light on the respective underlying assumptions of German qualitative social science and the "French School" of discourse analysis, it also theoretically located and methodologically systematized the existed "pool of tools." The workshop thereby helped to clarify the contours of the field of discourse analysis from the perspectives of the respective target groups on both sides of the Rhine. URN: urn:nbn:de:0114-fqs0701222

Canadian space agency discipline working group for space dosimetry and radiation science

International Nuclear Information System (INIS)

Waker, Anthony; Waller, Edward; Lewis, Brent; Bennett, Leslie; Conroy, Thomas

2008-01-01

Full text: One of the great technical challenges in the human and robotic exploration of space is the deleterious effect of radiation on humans and physical systems. The magnitude of this challenge is broadly understood in terms of the sources of radiation, however, a great deal remains to be done in the development of instrumentation, suitable for the space environment, which can provide real-time monitoring of the complex radiation fields encountered in space and a quantitative measure of potential biological risk. In order to meet these research requirements collaboration is needed between experimental nuclear instrumentation scientists, theoretical scientists working on numerical modeling techniques and radiation biologists. Under the auspices of the Canadian Space Agency such a collaborative body has been established as one of a number of Discipline Working Groups. Members of the Space Dosimetry and Radiation Science working group form a collaborative network across Canada including universities, government laboratories and the industrial sector. Three central activities form the core of the Space Dosimetry and Radiation Science DWG. An instrument sub-group is engaged in the development of instruments capable of gamma ray, energetic charged particle and neutron dosimetry including the ability to provide dosimetric information in real-time. A second sub-group is focused on computer modeling of space radiation fields in order to assess the performance of conceptual designs of detectors and dosimeters or the impact of radiation on cellular and sub-cellular biological targets and a third sub-group is engaged in the study of the biological effects of space radiation and the potential of biomarkers as a method of assessing radiation impact on humans. Many working group members are active in more than one sub-group facilitating communication throughout the whole network. A summary progress-report will be given of the activities of the Discipline Working Group and the

Selective traditions in group discussions: teachers' views about good science and the possible obstacles when encountering a new topic

Science.gov (United States)

Lundqvist, Eva; Sund, Per

2016-11-01

There is an ongoing discussion about what content that should be taught in science education and there are different views among teachers about what represent good science content. However, teachers are not isolated individuals making their own interpretations, but are part of institutionalised systems building on patterns in the selection of teaching goals and content. Earlier research shows that teachers teach in alignment with different selective traditions, which can be understood as well-developed teaching habits. Individual teachers seem to develop their personal habits on the basis of the contextual situations created by earlier generations of teachers. In order to find out which content teachers find representative for science education, we asked nine teachers to take part in group interviews to talk about what they value as "good" science content. The participants were grouped according to their selective traditions expressed in earlier studies. The method was used to dynamically explore, challenge and highlight teachers' views. The starting point for the group discussions is national tests in science. In Sweden, national tests in biology, physics and chemistry were introduced in secondary school science (year 9) in 2009. One overarching aim of these tests is to support the implementation of the science curricula and to include for example knowledge about socio-scientific issues (SSI). The content of the tests can consequently be seen as important for teachers to consider. The findings show that `resistance' to including SSI is not just an issue for individual teachers. As individuals teachers can create many kinds of obstacles, but still be interested in integrating SSI in their science teaching. However, in group discussions the teachers tend to collectively adopt the scientific rational discourse. This discourse is what joins them and creates their common identity as science teachers. In turn, they seek to free scientific knowledge from social knowledge

Individual to collaborative: guided group work and the role of teachers in junior secondary science classrooms

Science.gov (United States)

Fung, Dennis; Lui, Wai-mei

2016-05-01

This paper, through discussion of a teaching intervention at two secondary schools in Hong Kong, demonstrates the learning advancement brought about by group work and dissects the facilitating role of teachers in collaborative discussions. One-hundred and fifty-two Secondary Two (Grade 8) students were divided into three pedagogical groups, namely 'whole-class teaching', 'self-directed group work' and 'teacher-supported group work' groups, and engaged in peer-review, team debate, group presentation and reflection tasks related to a junior secondary science topic (i.e. current electricity). Pre- and post-tests were performed to evaluate students' scientific conceptions, alongside collected written responses and audio-recorded discussions. The results indicate that students achieved greater cognitive growth when they engaged in cooperative learning activities, the interactive and multi-sided argumentative nature of which is considered to apply particularly well to science education and Vygotsky's zone of proximal development framework. Group work learning is also found to be most effective when teachers play a role in navigating students during the joint construction of conceptual knowledge.

The Community-based Organizations Working Group of the Space Science Education Support Network

Science.gov (United States)

Lutz, J. H.; Lowes, L. L.; Asplund, S.

2004-12-01

The NASA Space Science Support Network Community-based Organizations Working Group (CBOWG) has been working for the past two years on issues surrounding afterschool programs and programs for youth (e.g., Girl Scouts, Boy Scouts, Boys and Girls Clubs, 4-H, summer camps, afterschool and weekend programs for various ages, programs with emphases on minority youth). In this session the co-leaders of the CBOWG will discuss the challenges of working with community-based organizations on a regional or national level. We will highlight some ties that we have forged with the National Institute for Out of School Time (NIOST) and the National Afterschool Association (NAA). We will also talk about efforts to coordinate how various entities within NASA cooperate with community-based organizations to serve the best interests of these groups. We will give a couple of examples of how NASA space science organizations have partnered with community-based organizations. The session will include some handouts of information and resources that the CBOWG has found useful in developing an understanding of this segment of informal education groups. We would like to thank NASA for providing resources to support the work of the CBOWG.

Implementation of small group discussion as a teaching method in earth and space science subject

Science.gov (United States)

Aryani, N. P.; Supriyadi

2018-03-01

In Physics Department Universitas Negeri Semarang, Earth and Space Science subject is included in the curriculum of the third year of physics education students. There are various models of teaching earth and space science subject such as textbook method, lecturer, demonstrations, study tours, problem-solving method, etc. Lectures method is the most commonly used of teaching earth and space science subject. The disadvantage of this method is the lack of two ways interaction between lecturers and students. This research used small group discussion as a teaching method in Earth and Space science. The purpose of this study is to identify the conditions under which an efficient discussion may be initiated and maintained while students are investigating properties of earth and space science subjects. The results of this research show that there is an increase in student’s understanding of earth and space science subject proven through the evaluation results. In addition, during the learning process, student’s activeness also increase.

RISA: Remote Interface for Science Analysis

Science.gov (United States)

Gabriel, C.; Ibarra, A.; de La Calle, I.; Salgado, J.; Osuna, P.; Tapiador, D.

2008-08-01

The Scientific Analysis System (SAS) is the package for interactive and pipeline data reduction of all XMM-Newton data. Freely distributed by ESA to run under many different operating systems, the SAS has been used by almost every one of the 1600 refereed scientific publications obtained so far from the mission. We are developing RISA, the Remote Interface for Science Analysis, which makes it possible to run SAS through fully configurable web service workflows, enabling observers to access and analyse data making use of all of the existing SAS functionalities, without any installation/download of software/data. The workflows run primarily but not exclusively on the ESAC Grid, which offers scalable processing resources, directly connected to the XMM-Newton Science Archive. A first project internal version of RISA was issued in May 2007, a public release is expected already within this year.

Open science, e-science and the new technologies: Challenges and old problems in qualitative research in the social sciences

Directory of Open Access Journals (Sweden)

Ercilia García-Álvarez

2012-12-01

Full Text Available Purpose: As well as introducing the articles in the special issue titled "Qualitative Research in the Social Sciences", this article reviews the challenges, problems and main advances made by the qualitative paradigm in the context of the new European science policy based on open science and e-Science and analysis alternative technologies freely available in the 2.0 environment and their application to fieldwork and data analysis. Design/methodology: Theoretical review. Practical implications: The article identifies open access technologies with applications in qualitative research such as applications for smartphones and tablets, web platforms and specific qualitative data analysis software, all developed in both the e-Science context and the 2.0 environment. Social implications: The article discusses the possible role to be played by qualitative research in the open science and e-Science context and considers the impact of this new context on the size and structure of research groups, the development of truly collaborative research, the emergence of new ethical problems and quality assessment in review processes in an open environment. Originality/value: The article describes the characteristics that define the new scientific environment and the challenges posed for qualitative research, reviews the latest open access technologies available to researchers in terms of their main features and proposes specific applications suitable for fieldwork and data analysis.

Precincts and Prospects in the Use of Focus Groups in Social and Behavioral Science Research

Science.gov (United States)

Sagoe, Dominic

2012-01-01

Over the past few years, the focus group method has assumed a very important role as a method for collecting qualitative data in social and behavioural science research. This article elucidates theoretical and practical problems and prospects associated with the use of focus groups as a qualitative research method in social and behavioural science…

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

Science.gov (United States)

Heron, Lory Elen

This study investigated the premise that the use of constructivist teaching strategies (independent variable) in high school science classrooms can cultivate positive attitudes toward science (dependent variable) in high school students. Data regarding the relationship between the use of constructivist strategies and change in student attitude toward science were collected using the Science Attitude Assessment Tool (SAAT) (Heron & Beauchamp, 1996). The format of this study used the pre-test, post-test, control group-experimental group design. The subjects in the study were high school students enrolled in biology, chemistry, or environmental science courses in two high schools in the western United States. Ten teachers and twenty-eight classes, involving a total of 249 students participated in the study. Six experimental group teachers and four control group teachers were each observed an average of six times using the Science Observation Guide (Chapman, 1995) to measure the frequency of observed constructivist behaviors. The mean for the control group teachers was 12.89 and the mean for experimental group teachers was 20.67; F(1, 8) = 16.2, p =.004, revealing teaching behaviors differed significantly between the two groups. After a four month experimental period, the pre-test and post-test SAAT scores were analyzed. Students received a score for their difference in positive attitude toward science. The null hypothesis stating there would be no change in attitude toward science as a subject, between students exposed to constructivist strategies, and students not exposed to constructivist strategies was rejected F(1, 247) = 8.04, p =.005. The control group had a generally higher reported grade in their last science class than the experimental group, yet the control group attitude toward science became more negative (-1.18) while attitude toward science in the experimental group became more positive (+1.34) after the four-month period. An analysis of positive

Data management challenges in analysis and synthesis in the ecosystem sciences.

Science.gov (United States)

Specht, A; Guru, S; Houghton, L; Keniger, L; Driver, P; Ritchie, E G; Lai, K; Treloar, A

2015-11-15

Open-data has created an unprecedented opportunity with new challenges for ecosystem scientists. Skills in data management are essential to acquire, manage, publish, access and re-use data. These skills span many disciplines and require trans-disciplinary collaboration. Science synthesis centres support analysis and synthesis through collaborative 'Working Groups' where domain specialists work together to synthesise existing information to provide insight into critical problems. The Australian Centre for Ecological Analysis and Synthesis (ACEAS) served a wide range of stakeholders, from scientists to policy-makers to managers. This paper investigates the level of sophistication in data management in the ecosystem science community through the lens of the ACEAS experience, and identifies the important factors required to enable us to benefit from this new data-world and produce innovative science. ACEAS promoted the analysis and synthesis of data to solve transdisciplinary questions, and promoted the publication of the synthesised data. To do so, it provided support in many of the key skillsets required. Analysis and synthesis in multi-disciplinary and multi-organisational teams, and publishing data were new for most. Data were difficult to discover and access, and to make ready for analysis, largely due to lack of metadata. Data use and publication were hampered by concerns about data ownership and a desire for data citation. A web portal was created to visualise geospatial datasets to maximise data interpretation. By the end of the experience there was a significant increase in appreciation of the importance of a Data Management Plan. It is extremely doubtful that the work would have occurred or data delivered without the support of the Synthesis centre, as few of the participants had the necessary networks or skills. It is argued that participation in the Centre provided an important learning opportunity, and has resulted in improved knowledge and understanding

77 FR 55863 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

Science.gov (United States)

2012-09-11

... Committee; Earth Science Subcommittee; Applied Sciences Advisory Group Meeting AGENCY: National Aeronautics... the Applied Science Advisory Group. This Subcommittee reports to the Earth Science Subcommittee... following topics: --Applied Sciences Program Update --Earth Science Data Latency Study Preliminary Update...

Fort Collins Science Center- Policy Analysis and Science Assistance Branch : Integrating social, behavioral, economic and biological sciences

Science.gov (United States)

2010-01-01

The Fort Collins Science Center's Policy Analysis and Science Assistance (PASA) Branch is a team of approximately 22 scientists, technicians, and graduate student researchers. PASA provides unique capabilities in the U.S. Geological Survey by leading projects that integrate social, behavioral, economic, and biological analyses in the context of human-natural resource interactions. Resource planners, managers, and policymakers in the U.S. Departments of the Interior (DOI) and Agriculture (USDA), State and local agencies, as well as international agencies use information from PASA studies to make informed natural resource management and policy decisions. PASA scientists' primary functions are to conduct both theoretical and applied social science research, provide technical assistance, and offer training to advance performance in policy relevant research areas. Management and research issues associated with human-resource interactions typically occur in a unique context, involve difficult to access populations, require knowledge of both natural/biological science in addition to social science, and require the skill to integrate multiple science disciplines. In response to these difficult contexts, PASA researchers apply traditional and state-of-the-art social science methods drawing from the fields of sociology, demography, economics, political science, communications, social-psychology, and applied industrial organization psychology. Social science methods work in concert with our rangeland/agricultural management, wildlife, ecology, and biology capabilities. The goal of PASA's research is to enhance natural resource management, agency functions, policies, and decision-making. Our research is organized into four broad areas of study.

Reimagining publics and (non)participation: Exploring exclusion from science communication through the experiences of low-income, minority ethnic groups.

Science.gov (United States)

Dawson, Emily

2018-01-01

This article explores science communication from the perspective of those most at risk of exclusion, drawing on ethnographic fieldwork. I conducted five focus groups and 32 interviews with participants from low-income, minority ethnic backgrounds. Using theories of social reproduction and social justice, I argue that participation in science communication is marked by structural inequalities (particularly ethnicity and class) in two ways. First, participants' involvement in science communication practices was narrow (limited to science media consumption). Second, their experiences of exclusion centred on cultural imperialism (misrepresentation and 'Othering') and powerlessness (being unable to participate or change the terms of their participation). I argue that social reproduction in science communication constructs a narrow public that reflects the shape, values and practices of dominant groups, at the expense of the marginalised. The article contributes to how we might reimagine science communication's publics by taking inclusion/exclusion and the effects of structural inequalities into account.

Improving the Reading Ability of Science Students through Study Groups and Multiple Intelligences

Science.gov (United States)

Owolabi, Tunde; Okebukola, Foluso

2009-01-01

This study explored the effects of appropriate pedagogical skills (study groups and multiple intelligences) on students' efficiencies in reading skills. It employed a factorial design using three variables. A sample of 90 science students choosing from three intact classes were involved in the study. Data analyses were carried out using mean,…

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

Science.gov (United States)

Menon, Deepika

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

Changes in Pre-service Science Teachers' Understandings After Being Involved in Explicit Nature of Science and Socioscientific Argumentation Processes

Science.gov (United States)

Kutluca, A. Y.; Aydın, A.

2017-08-01

The study explored the changes in pre-service science teachers' understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science teachers studying in a state university in Turkey. The treatment group comprised 27 participants, and there were 29 participants in the comparison group. The comparison group participants were involved in a student-centred science-teaching process, and the participants of the treatment group were involved in explicit NOS and socioscientific argumentation processes. In the study, which lasted a total of 11 weeks, a NOS-as-argumentation questionnaire was administered to all the participants to determine their understanding of NOS at the beginning and end of the data collection process, and six random participants of the treatment group participated in semi-structured interview questions in order to further understand their views regarding NOS, science teaching and argumentation. Qualitative and quantitative data analysis revealed that the explicit NOS and socioscientific argumentation processes had a significant effect on pre-service science teachers' NOS understandings. Furthermore, NOS, argumentation and science teaching views of the participants in the treatment group showed a positive change. The results of this study are discussed in light of the related literature, and suggestions are made within the context of contribution to science-teaching literature, improvement of education quality and education of pre-service teachers.

Semantic Network Analysis on Terms related Mantle in Earth Science 2 Textbooks of Korea

Science.gov (United States)

Chung, Duk Ho; reum Cho, Ah; Park, Seon Ok

2016-04-01

The purpose of this study is to demonstrate if freshmen's cognitive frame about 'Crisis of the Earth' upon taking the Earth science 1 in high school reflects the school curriculum. The data was collected from 67 freshmen who'd graduated high school in formal education. They expressed 'Crisis of the Earth' as a painting with explanation and then we extracted units of meaning from paintings, respectively. We analyzed the words and frame using the Semantic Network Analysis. The result is as follows; First, as every participant forms the cognitive frame for the crisis of the Earth, it is shown that they connect each part which that composes the global environment and realize it as the changing relation with interaction. Secondly, forming a cognitive frame regarding crisis of the Earth, both groups connect it with human endeavor. Especially, it seems that the group of participants who finished Earth Science I fully reflects the course of the formal education. It is necessary to make the students recognize it from a universal point of view, not only from the Earth. Also, much effort is required in order to enlighten about the appropriateness regarding problem-solving of the Earth and expand their mind as time changes. Keywords : Earth ScienceⅠ, cognitive frame, crisis of the earth, semantic network analysis

Progress report on neutron science. April 1, 2006 - March 31, 2007

International Nuclear Information System (INIS)

Takeda, Masayasu; Ohhara, Takashi; Moriai, Atsushi

2008-03-01

There are 13 research groups in neutron science and technology in the Quantum Beam Science Directorate (QuBS) and Advanced Science Research Center (ASRC) of Japan Atomic Research Agency (JAEA). A wide variety of research is performed by these group: neutron scattering (condensed matter physics, polymer science, biology, and residual stress analysis), prompt gamma-ray analysis, neutron radiography, neutron optics, and development of a neutron spectrometer, neutron beam handling device and neutron detector. This issue summarizes research progress in neutron science and technology including activities of the Nuclear Science and Engineering Directorate of JAEA, and of the COMMON USE PROGRAM of JAEA utilizing the research reactor JRR-3 during the period between April 1, 2006 and March 31, 2007. This report contains highlights of research by these 13 neutron research groups of QuBS and ASRC, introducing 68 experimental reports. (author)

A comparative analysis of South African Life Sciences and Biology ...

African Journals Online (AJOL)

This study reports on the analysis of South African Life Sciences and Biology textbooks for the inclusion of the nature of science using a conceptual framework developed by Chiappetta, Fillman and Sethna (1991). In particular, we investigated the differences between the representation of the nature of science in Biology ...

Neutron activation analysis - an aid to forensic science

International Nuclear Information System (INIS)

Chattopadhyay, N.; Basu, A.K.; Tripathi, A.B.R.; Bhadkambekar, C.A.; Shukla, S.K.

2006-01-01

Forensic Science is oriented towards the examination of evidence specimens, collected from a scene of crime in order to establish the link between the criminal and the crime. This science therefore has a profound role to play in criminal justice delivery system. The importance of neutron activation analysis (NAA) as a specialised technique to aid crime investigation has emerged and has been recognised

Computer analysis of digital sky surveys using citizen science and manual classification

Science.gov (United States)

Kuminski, Evan; Shamir, Lior

2015-01-01

As current and future digital sky surveys such as SDSS, LSST, DES, Pan-STARRS and Gaia create increasingly massive databases containing millions of galaxies, there is a growing need to be able to efficiently analyze these data. An effective way to do this is through manual analysis, however, this may be insufficient considering the extremely vast pipelines of astronomical images generated by the present and future surveys. Some efforts have been made to use citizen science to classify galaxies by their morphology on a larger scale than individual or small groups of scientists can. While these citizen science efforts such as Zooniverse have helped obtain reasonably accurate morphological information about large numbers of galaxies, they cannot scale to provide complete analysis of billions of galaxy images that will be collected by future ventures such as LSST. Since current forms of manual classification cannot scale to the masses of data collected by digital sky surveys, it is clear that in order to keep up with the growing databases some form of automation of the data analysis will be required, and will work either independently or in combination with human analysis such as citizen science. Here we describe a computer vision method that can automatically analyze galaxy images and deduce galaxy morphology. Experiments using Galaxy Zoo 2 data show that the performance of the method increases as the degree of agreement between the citizen scientists gets higher, providing a cleaner dataset. For several morphological features, such as the spirality of the galaxy, the algorithm agreed with the citizen scientists on around 95% of the samples. However, the method failed to analyze some of the morphological features such as the number of spiral arms, and provided accuracy of just ~36%.

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

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...

Regression analysis for the social sciences

CERN Document Server

Gordon, Rachel A

2010-01-01

The book provides graduate students in the social sciences with the basic skills that they need to estimate, interpret, present, and publish basic regression models using contemporary standards. Key features of the book include: interweaving the teaching of statistical concepts with examples developed for the course from publicly-available social science data or drawn from the literature. thorough integration of teaching statistical theory with teaching data processing and analysis. teaching of both SAS and Stata "side-by-side" and use of chapter exercises in which students practice programming and interpretation on the same data set and course exercises in which students can choose their own research questions and data set.

Using Sentiment Analysis to Observe How Science is Communicated

Science.gov (United States)

Topping, David; Illingworth, Sam

2016-04-01

'Citizen Science' and 'Big data' are terms that are currently ubiquitous in the field of science communication. Whilst opinions differ as to what exactly constitutes a 'citizen', and how much information is needed in order for a data set to be considered truly 'big', what is apparent is that both of these fields have the potential to help revolutionise not just the way that science is communicated, but also the way that it is conducted. However, both the generation of sufficient data, and the efficiency of then analysing the data once it has been analysed need to be taken into account. Sentiment Analysis is the process of determining whether a piece of writing is positive, negative or neutral. The process of sentiment analysis can be automated, providing that an adequate training set has been used, and that the nuances that are associated with a particular topic have been accounted for. Given the large amounts of data that are generated by social media posts, and the often-opinionated nature of these posts, they present an ideal source of data to both train with and then scrutinize using sentiment analysis. In this work we will demonstrate how sentiment analysis can be used to examine a large number of Twitter posts, and how a training set can be established to ensure consistency and accuracy in the automation. Following an explanation of the process, we will demonstrate how automated sentiment analysis can be used to categorise opinions in relation to a large-scale science festival, and will discuss if sentiment analysis can be used to tell us if there is a bias in these communications. We will also investigate if sentiment analysis can be used to replace more traditional, and invasive evaluation strategies, and how this approach can then be adopted to investigate other topics, both within scientific communication and in the wider scientific context.

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

Science.gov (United States)

Telfer, Jo Ann

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

Social sciences via network analysis and computation

CERN Document Server

Kanduc, Tadej

2015-01-01

In recent years information and communication technologies have gained significant importance in the social sciences. Because there is such rapid growth of knowledge, methods and computer infrastructure, research can now seamlessly connect interdisciplinary fields such as business process management, data processing and mathematics. This study presents some of the latest results, practices and state-of-the-art approaches in network analysis, machine learning, data mining, data clustering and classifications in the contents of social sciences. It also covers various real-life examples such as t

Applied Behavior Analysis Is a Science And, Therefore, Progressive

Science.gov (United States)

Leaf, Justin B.; Leaf, Ronald; McEachin, John; Taubman, Mitchell; Ala'i-Rosales, Shahla; Ross, Robert K.; Smith, Tristram; Weiss, Mary Jane

2016-01-01

Applied behavior analysis (ABA) is a science and, therefore, involves progressive approaches and outcomes. In this commentary we argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful…

Domain analysis of computational science - Fifty years of a scientific computing group

Energy Technology Data Exchange (ETDEWEB)

Tanaka, M.

2010-02-23

I employed bibliometric- and historical-methods to study the domain of the Scientific Computing group at Brookhaven National Laboratory (BNL) for an extended period of fifty years, from 1958 to 2007. I noted and confirmed the growing emergence of interdisciplinarity within the group. I also identified a strong, consistent mathematics and physics orientation within it.

The Effects of Aesthetic Science Activities on Improving At-Risk Families Children's Anxiety About Learning Science and Positive Thinking

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Hong, Zuway-R.; Lin, Huann-shyang; Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Chia-Jung

2014-01-01

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families' children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.

Behavior analysis: the science of training.

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Farhoody, Parvene

2012-09-01

Behavior analysis is a data-driven science dedicated to understanding the mechanisms of behavior. Applied behavior analysis is a branch of this scientific field that systematically applies scientific principles to real-world problems in an effort to improve quality of life. The use of the behavioral technology provides a way to teach human and nonhuman animals more effectively and efficiently and offers those using this technology increased success in achieving behavioral goals. Copyright © 2012 Elsevier Inc. All rights reserved.

Y-STR analysis on DNA mixture samples--results of a collaborative project of the ENFSI DNA Working Group

DEFF Research Database (Denmark)

Parson, Walther; Niederstätter, Harald; Lindinger, Alexandra

2008-01-01

The ENFSI (European Network of Forensic Science Institutes) DNA Working Group undertook a collaborative project on Y-STR typing of DNA mixture samples that were centrally prepared and thoroughly tested prior to the shipment. Four commercial Y-STR typing kits (Y-Filer, Applied Biosystems, Foster C...... a laboratory-specific optimization process is indicated to reach a comparable sensitivity for the analysis of minute amounts of DNA....

Original science-based music and student learning

Science.gov (United States)

Smolinski, Keith

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

Trends of Science Education Research: An Automatic Content Analysis

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Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

2010-08-01

This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000's. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.

Journeys of our ancestors: Conservation science approaches to the analysis of cultural material

Science.gov (United States)

O'Grady, Caitlin Rose

The application and use of non-destructive portable x-ray fluorescence (XRF) analysis is a critical tool in the preservation and interpretation of cultural material. Portable XRF instrumentation produce elemental compositional data that is used to reconstruct current artifact composition, which can be related to materials and methods of manufacture, technological practice, as well as object condition and presence of corrosion surfaces. Portable XRF analysis is used to assess a variety of material classes utilized in artifact manufacture. The dissertation research is based on a series of three case studies that represent typical groups of material culture commonly encountered in conservation and conservation science research. Conservators and conservation scientists frequently undertake analysis and interpretation of disparate groups of materials. Often, these objects are tied together by research questions or themes directed by outside influences including preservation issues requiring action; curatorial research interests; museum exhibition programs; as well as many other cultural heritage stakeholders. To this end, both non-destructive and destructive tools that provide measurements of interest play critical roles in analysis. The case studies have been designed to answer common compositional questions relating to (a) bulk analysis of Chinese coins, (b) characterization of Southwestern ceramic colorants, and, (c) chemical examination of post-depositional manganese dioxide accretions occurring on archaeological ceramic materials. They evaluate the value of data produced using effectiveness of non-destructive portable XRF analysis for the interpretation of archaeological materials. The case studies provide a template for the development of conservation science research, predicated on object preservation, which produce meaningful data for the interpretation and conservation of the analyzed archaeological artifacts. Portable XRF provides useful data that is used to

Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

Science.gov (United States)

Menon, Deepika; Sadler, Troy D.

2016-10-01

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

The Nature of Science and the Next Generation Science Standards: Analysis and Critique

Science.gov (United States)

McComas, William F.; Nouri, Noushin

2016-08-01

This paper provides a detailed analysis of the inclusion of aspects of nature of science (NOS) in the Next Generation Science Standards (NGSS). In this new standards document, NOS elements in eight categories are discussed in Appendix H along with illustrative statements (called exemplars). Many, but not all, of these exemplars are linked to the standards by their association with either the "practices of science" or "crosscutting concepts," but curiously not with the recommendations for science content. The study investigated all aspects of NOS in NGSS including the accuracy and inclusion of the supporting exemplar statements and the relationship of NOS in NGSS to other aspects of NOS to support teaching and learning science. We found that while 92 % of these exemplars are acceptable, only 78 % of those written actually appear with the standards. "Science as a way of knowing" is a recommended NOS category in NGSS but is not included with the standards. Also, several other NOS elements fail to be included at all grade levels thus limiting their impact. Finally, NGSS fails to include or insufficiently emphasize several frequently recommended NOS elements such as creativity and subjectivity. The paper concludes with a list of concerns and solutions to the challenges of NOS in NGSS.

A Comparative Analysis of South African Life Sciences and Biology Textbooks for Inclusion of the Nature of Science

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Ramnarain, Umesh; Padayachee, Keshni

2015-01-01

This study reports on the analysis of South African Life Sciences and Biology textbooks for the inclusion of the nature of science using a conceptual framework developed by Chiappetta, Fillman and Sethna (1991). In particular, we investigated the differences between the representation of the nature of science in Biology textbooks that were written…

Journal rankings by citation analysis in health sciences librarianship.

Science.gov (United States)

Fang, M L

1989-01-01

The purpose of this study was to identify objectively a hierarchical ranking of journals for health sciences librarians with faculty status. Such a guideline can indicate a journal's value for promotion and tenure consideration. Lists of recent research articles (1982-1986) in health sciences librarianship, and articles written by health sciences librarians, were compiled by searching Social SCISEARCH and MEDLINE. The journals publishing those articles are presented. Results show BMLA as the most prominent journal in the field. Therefore, citations from articles in BMLA from 1982 to 1986 were chosen as a sample for citation analysis. Citation analysis was employed to identify the most frequently cited journals. Some characteristics of the citations in BMLA are also discussed. The ranking of journals based on citation frequency, as a result, was identified. PMID:2655785

Regression analysis for the social sciences

CERN Document Server

Gordon, Rachel A

2015-01-01

Provides graduate students in the social sciences with the basic skills they need to estimate, interpret, present, and publish basic regression models using contemporary standards. Key features of the book include: interweaving the teaching of statistical concepts with examples developed for the course from publicly-available social science data or drawn from the literature. thorough integration of teaching statistical theory with teaching data processing and analysis. teaching of Stata and use of chapter exercises in which students practice programming and interpretation on the same data set. A separate set of exercises allows students to select a data set to apply the concepts learned in each chapter to a research question of interest to them, all updated for this edition.

Remote Sensing Information Sciences Research Group, Santa Barbara Information Sciences Research Group, year 3

Science.gov (United States)

Estes, J. E.; Smith, T.; Star, J. L.

1986-01-01

Research continues to focus on improving the type, quantity, and quality of information which can be derived from remotely sensed data. The focus is on remote sensing and application for the Earth Observing System (Eos) and Space Station, including associated polar and co-orbiting platforms. The remote sensing research activities are being expanded, integrated, and extended into the areas of global science, georeferenced information systems, machine assissted information extraction from image data, and artificial intelligence. The accomplishments in these areas are examined.

The Longitudinal Analysis of Elementary School Pupils’ Science Competition Experience, Intrinsic Motivation and Creativity Growth

Directory of Open Access Journals (Sweden)

Chia-Chun Hsiao

2014-12-01

Full Text Available Comparing students who have participated in Taiwan International Science Fair and those who have not, this study aims to understand the creativity development between the ones with creativity trainings for participating in the Fair and the ones who did not participate in science fair and did not receive any related trainings. Furthermore, this study intends to investigate the effects of intrinsic motivation on the development of creativity between the two groups. From National Taiwan Science Education Center, 208 student participants of the 41st-50th Fair and 871 non-participants were sampled through their teachers who voluntarily participated in this study. With growth model analysis in Hierarchical Linear Modeling, individual differences in scientific creativity between science fair participants and non-participants were found and its growth was developed distinctively. Students who participated in Taiwan International Science Fair presented downward development in scientific creativity and then upward, while the non-participants revealed upward then downward development. In regard to intrinsic motivation, science fair participants showed positive effects of Self-efficacy and Internal value on creativity, while their intrinsic motivation presents moderating effects on the rapid growth of creativity. Contrarily, intrinsic motivation did not appear to have any effects on non-participants. Based on the research outcomes, relevant suggestions are further proposed.

Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit

Science.gov (United States)

Jackson, Matthew C.; Galvez, Gino; Landa, Isidro; Buonora, Paul; Thoman, Dustin B.

2016-01-01

Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life sciences across ethnic groups of freshman college students, as moderated by generational status. Results from a longitudinal survey (N = 249) demonstrated that freshman URM students who enter with a greater belief that science can be used to help their communities identified as scientists more strongly over time, but only among first-generation college students. Analysis of the survey data were consistent with content analysis of 11 transcripts from simultaneously conducted focus groups (N = 67); together, these studies reveal important differences in motivational characteristics both across and within ethnicity across educational generation status. First-generation URM students held the strongest prosocial values for pursuing a science major (e.g., giving back to the community). URM students broadly reported additional motivation to increase the status of their family (e.g., fulfilling aspirations for a better life). These findings demonstrate the importance of culturally connected career motives and for examining intersectional identities to understand science education choices and inform efforts to broaden participation. PMID:27543631

Specialized science.

Science.gov (United States)

Casadevall, Arturo; Fang, Ferric C

2014-04-01

As the body of scientific knowledge in a discipline increases, there is pressure for specialization. Fields spawn subfields that then become entities in themselves that promote further specialization. The process by which scientists join specialized groups has remarkable similarities to the guild system of the middle ages. The advantages of specialization of science include efficiency, the establishment of normative standards, and the potential for greater rigor in experimental research. However, specialization also carries risks of monopoly, monotony, and isolation. The current tendency to judge scientific work by the impact factor of the journal in which it is published may have roots in overspecialization, as scientists are less able to critically evaluate work outside their field than before. Scientists in particular define themselves through group identity and adopt practices that conform to the expectations and dynamics of such groups. As part of our continuing analysis of issues confronting contemporary science, we analyze the emergence and consequences of specialization in science, with a particular emphasis on microbiology, a field highly vulnerable to balkanization along microbial phylogenetic boundaries, and suggest that specialization carries significant costs. We propose measures to mitigate the detrimental effects of scientific specialism.

NASA LWS Institute GIC Working Group: GIC science, engineering and applications readiness

Science.gov (United States)

Pulkkinen, A. A.; Thomson, A. W. P.; Bernabeu, E.

2016-12-01

In recognition of the rapidly growing interest on the topic, this paper is based on the findings of the very first NASA Living With a Star (LWS) Institute Working Group that was specifically targeting the GIC issue. The new LWS Institutes program element was launched 2014 and the concept is built around small working group style meetings that focus on well defined problems that demand intense, direct interactions between colleagues in neighboring disciplines to facilitate the development of a deeper understanding of the variety of processes that link the solar activity to Earth's environment. The LWS Institute Geomagnetically Induced Currents (GIC) Working Group (WG) led by A. Pulkkinen (NASA GSFC) and co-led by E. Bernabeu (PJM) and A. Thomson (BGS) was selected competitively as the pilot activity for the new LWS element. The GIC WG was tasked to 1) identify, advance, and address the open scientific and engineering questions pertaining to GIC, 2) advance predictive modeling of GIC, 3) advocate and act as a catalyst to identify resources for addressing the multidisciplinary topic of GIC. In this paper, we target the goal 1) of the GIC WG. More specifically, the goal of this paper is to review the current status and future challenges pertaining to science, engineering and applications of the GIC problem. Science is understood here as the basic space and Earth sciences research that allow improved understanding and physics-based modeling of physical processes behind GIC. Engineering in turn is understood here as the "impact" aspect of GIC. The impact includes any physical effects GIC may have on the performance of the manmade infrastructure. Applications is understood as the models, tools and activities that can provide actionable information to entities such as power systems operators for mitigating the effects of GIC and government for managing any potential consequences from GIC impact to critical infrastructure. In this sense, applications can be considered as

Research in progress in applied mathematics, numerical analysis, and computer science

Science.gov (United States)

1990-01-01

Research conducted at the Institute in Science and Engineering in applied mathematics, numerical analysis, and computer science is summarized. The Institute conducts unclassified basic research in applied mathematics in order to extend and improve problem solving capabilities in science and engineering, particularly in aeronautics and space.

Interagency Working Group on Ocean Social Science: Incorporating ecosystem services approaches into ocean and coastal decision-making and governance

Science.gov (United States)

The application of social science has been recognized as a priority for effective ocean and coastal management, driving much discussion and fostering emerging efforts in several areas. The Interagency Working Group on Ocean Social Science (IWG-OSS) is tasked with assisting the Su...

Application of automatic image analysis in wood science

Science.gov (United States)

Charles W. McMillin

1982-01-01

In this paper I describe an image analysis system and illustrate with examples the application of automatic quantitative measurement to wood science. Automatic image analysis, a powerful and relatively new technology, uses optical, video, electronic, and computer components to rapidly derive information from images with minimal operator interaction. Such instruments...

High school students presenting science: An interactional sociolinguistic analysis

Science.gov (United States)

Bleicher, Robert

Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed.Received: 14 April 1993; Revised: 15 February 1994;

Longitudinal analysis of meta-analysis literatures in the database of ISI Web of Science.

Science.gov (United States)

Zhu, Changtai; Jiang, Ting; Cao, Hao; Sun, Wenguang; Chen, Zhong; Liu, Jinming

2015-01-01

The meta-analysis is regarded as an important evidence for making scientific decision. The database of ISI Web of Science collected a great number of high quality literatures including meta-analysis literatures. However, it is significant to understand the general characteristics of meta-analysis literatures to outline the perspective of meta-analysis. In this present study, we summarized and clarified some features on these literatures in the database of ISI Web of Science. We retrieved the meta-analysis literatures in the database of ISI Web of Science including SCI-E, SSCI, A&HCI, CPCI-S, CPCI-SSH, CCR-E, and IC. The annual growth rate, literature category, language, funding, index citation, agencies and countries/territories of the meta-analysis literatures were analyzed, respectively. A total of 95,719 records, which account for 0.38% (99% CI: 0.38%-0.39%) of all literatures, were found in the database. From 1997 to 2012, the annual growth rate of meta-analysis literatures was 18.18%. The literatures involved in many categories, languages, fundings, citations, publication agencies, and countries/territories. Interestingly, the index citation frequencies of the meta-analysis were significantly higher than that of other type literatures such as multi-centre study, randomize controlled trial, cohort study, case control study, and cases report (Panalysis has been becoming more and more prominent in recent years. In future, in order to promote the validity of meta-analysis, the CONSORT and PRISMA standard should be continuously popularized in the field of evidence-based medicine.

Testing Group Mean Differences of Latent Variables in Multilevel Data Using Multiple-Group Multilevel CFA and Multilevel MIMIC Modeling.

Science.gov (United States)

Kim, Eun Sook; Cao, Chunhua

2015-01-01

Considering that group comparisons are common in social science, we examined two latent group mean testing methods when groups of interest were either at the between or within level of multilevel data: multiple-group multilevel confirmatory factor analysis (MG ML CFA) and multilevel multiple-indicators multiple-causes modeling (ML MIMIC). The performance of these methods were investigated through three Monte Carlo studies. In Studies 1 and 2, either factor variances or residual variances were manipulated to be heterogeneous between groups. In Study 3, which focused on within-level multiple-group analysis, six different model specifications were considered depending on how to model the intra-class group correlation (i.e., correlation between random effect factors for groups within cluster). The results of simulations generally supported the adequacy of MG ML CFA and ML MIMIC for multiple-group analysis with multilevel data. The two methods did not show any notable difference in the latent group mean testing across three studies. Finally, a demonstration with real data and guidelines in selecting an appropriate approach to multilevel multiple-group analysis are provided.

Next-Generation Climate Modeling Science Challenges for Simulation, Workflow and Analysis Systems

Science.gov (United States)

Koch, D. M.; Anantharaj, V. G.; Bader, D. C.; Krishnan, H.; Leung, L. R.; Ringler, T.; Taylor, M.; Wehner, M. F.; Williams, D. N.

2016-12-01

We will present two examples of current and future high-resolution climate-modeling research that are challenging existing simulation run-time I/O, model-data movement, storage and publishing, and analysis. In each case, we will consider lessons learned as current workflow systems are broken by these large-data science challenges, as well as strategies to repair or rebuild the systems. First we consider the science and workflow challenges to be posed by the CMIP6 multi-model HighResMIP, involving around a dozen modeling groups performing quarter-degree simulations, in 3-member ensembles for 100 years, with high-frequency (1-6 hourly) diagnostics, which is expected to generate over 4PB of data. An example of science derived from these experiments will be to study how resolution affects the ability of models to capture extreme-events such as hurricanes or atmospheric rivers. Expected methods to transfer (using parallel Globus) and analyze (using parallel "TECA" software tools) HighResMIP data for such feature-tracking by the DOE CASCADE project will be presented. A second example will be from the Accelerated Climate Modeling for Energy (ACME) project, which is currently addressing challenges involving multiple century-scale coupled high resolution (quarter-degree) climate simulations on DOE Leadership Class computers. ACME is anticipating production of over 5PB of data during the next 2 years of simulations, in order to investigate the drivers of water cycle changes, sea-level-rise, and carbon cycle evolution. The ACME workflow, from simulation to data transfer, storage, analysis and publication will be presented. Current and planned methods to accelerate the workflow, including implementing run-time diagnostics, and implementing server-side analysis to avoid moving large datasets will be presented.

Student explanations of their science teachers' assessments, grading practices and how they learn science

Science.gov (United States)

del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

The effectivenes of science domain-based science learning integrated with local potency

Science.gov (United States)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

Group adaptation, formal darwinism and contextual analysis.

Science.gov (United States)

Okasha, S; Paternotte, C

2012-06-01

We consider the question: under what circumstances can the concept of adaptation be applied to groups, rather than individuals? Gardner and Grafen (2009, J. Evol. Biol.22: 659-671) develop a novel approach to this question, building on Grafen's 'formal Darwinism' project, which defines adaptation in terms of links between evolutionary dynamics and optimization. They conclude that only clonal groups, and to a lesser extent groups in which reproductive competition is repressed, can be considered as adaptive units. We re-examine the conditions under which the selection-optimization links hold at the group level. We focus on an important distinction between two ways of understanding the links, which have different implications regarding group adaptationism. We show how the formal Darwinism approach can be reconciled with G.C. Williams' famous analysis of group adaptation, and we consider the relationships between group adaptation, the Price equation approach to multi-level selection, and the alternative approach based on contextual analysis. © 2012 The Authors. Journal of Evolutionary Biology © 2012 European Society For Evolutionary Biology.

Enrolling science teachers in continual professional development

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2010-01-01

The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions....

Macro and Micro-Nutrients Intake, Food Groups Consumption and Dietary Habits among Female Students in Isfahan University of Medical Sciences

OpenAIRE

Azadbakht, L; Esmaillzadeh, A

2012-01-01

Background Improving the dietary intake among different groups and population is important for improving the health status. This study determines the nutrients and food group intake as well as dietary habits among female students in Isfahan University of Medical Sciences. Methods Two hundreds and eighty nine healthy female youths who were randomly selected among students of Isfahan University of Medical Sciences in Isfahan, Iran were enrolled. A validated semi quantitative food frequency ques...

Understanding the experiences of a group of Yemeni students in an ESL science class

Science.gov (United States)

Fradi, Gihan

American classrooms are experiencing an influx of diverse language speaking students while for science educators the study of EBL students' learning in science classrooms is a relatively new field (Lee & Buxton, 2010). At the same time there is a growing emphasis on the importance of science practices (NGSS). This poses significant challenges for science educators who are enacting science curriculum that supports all students' learning. Supporting EBL students' academic achievement is significant because literacy is important for students' access to economic and social benefits that come with science literacy (Atwater, 1996). The purpose of this study was to examine the socio-linguistic challenges that a specific group of EBL students (Yemeni) faced and the extent to which such challenges affected their academic performance in science. These challenges are related to linguistic and cultural interactions, which can lead to conflicts between student and school, thereby interfering with the effectiveness of their education. This study also examined these students' and their science teacher's perspectives on strategies that can be used to facilitate their language acquisition during science class and help them become active participants in the school and classroom communities. The study used a qualitative interpretive research methodology and involved four Arab-American EBL students (two males and two females) from Yemen, who had been in the US for different periods of time. The amount of time these students had been in the US was important to examine differences in their acculturation and challenges they faced. Similarly, the use of female and male student participants was important to understand the impact of gender in the lived experiences of these students. The results of the study indicated that all the participants struggled with linguistic, social, and cultural aspects of their life in an American high school. These in turn led to a sense of being different

Sensitization to group direction in the postgraduate training on Group-Analysis

Directory of Open Access Journals (Sweden)

Simone Bruschetta

2014-09-01

Full Text Available The psychodynamic training group here introduced is a part of the General Training on Group Analysis of the Centre of Palermo of COIRAG Postgraduate School on Analytic Psychotherapy. The training project’s aim, built for the class of the third year, develops a sensitization device which provide a unique set of aquarium. The aim of that methodological artifice is not to engage students on specific group management techniques, but to allow the whole class group to bring into play the complexity of relations, of which is necessary to have awareness in order to lead a group within an institutional context: The main clinical referents that we chose to monitor in this experience are the relationship between conductors and participants and the relationship between group, task and setting. The brief description of this methodology is also including the reporting of two "cases" treated in the course of training. Keywords: Group leadership, Founding dimension, Cultural themes 

An Analysis of Earth Science Data Analytics Use Cases

Science.gov (United States)

Shie, Chung-Lin; Kempler, Steve

2014-01-01

The increase in the number and volume, and sources, of globally available Earth science data measurements and datasets have afforded Earth scientists and applications researchers unprecedented opportunities to study our Earth in ever more sophisticated ways. In fact, the NASA Earth Observing System Data Information System (EOSDIS) archives have doubled from 2007 to 2014, to 9.1 PB (Ramapriyan, 2009; and https:earthdata.nasa.govaboutsystem-- performance). In addition, other US agency, international programs, field experiments, ground stations, and citizen scientists provide a plethora of additional sources for studying Earth. Co--analyzing huge amounts of heterogeneous data to glean out unobvious information is a daunting task. Earth science data analytics (ESDA) is the process of examining large amounts of data of a variety of types to uncover hidden patterns, unknown correlations and other useful information. It can include Data Preparation, Data Reduction, and Data Analysis. Through work associated with the Earth Science Information Partners (ESIP) Federation, a collection of Earth science data analytics use cases have been collected and analyzed for the purpose of extracting the types of Earth science data analytics employed, and requirements for data analytics tools and techniques yet to be implemented, based on use case needs. ESIP generated use case template, ESDA use cases, use case types, and preliminary use case analysis (this is a work in progress) will be presented.

Exposing Underrepresented Groups to Climate Change and Atmospheric Science Through Service Learning and Community-Based Participatory Research

Science.gov (United States)

Padgett, D.

2016-12-01

Tennessee State University (TSU) is among seven partner institutions in the NASA-funded project "Mission Earth: Fusing Global Learning and Observations to Benefit the Environment (GLOBE) with NASA Assets to Build Systemic Innovation in STEM Education." The primary objective at the TSU site is to expose high school students from racial and ethnic groups traditionally underrepresented in STEM to atmospheric science and physical systems associated with climate change. Currently, undergraduate students enrolled in TSU's urban and physical courses develop lessons for high school students focused upon the analysis of global warming phenomena and related extreme weather events. The GLOBE Atmosphere Protocols are emphasized in exercises focused upon the urban heat island (UHI) phenomenon and air quality measurements. Pre-service teachers at TSU, and in-service teachers at four local high schools are being certified in the Atmosphere Protocols. Precipitation, ambient air temperature, surface temperature and other data are collected at the schools through a collaborative learning effort among the high school students, TSU undergraduates, and high school teachers. Data collected and recorded manually in the field are compared to each school's automated Weatherbug station measurements. Students and teachers engage in analysis of NASA imagery as part of the GLOBE Surface Temperature Protocol. At off-campus locations, US Clean Air Act (CAA) criteria air pollutant and Toxic Release Inventory (TRI) air pollutant sampling is being conducted in community-based participatory research (CBPR) format. Students partner with non-profit environmental organizations. Data collected using low-cost air sampling devices is being compared with readings from government air monitors. The GLOBE Aerosols Protocol is used in comparative assessments with air sampling results. Project deliverables include four new GLOBE schools, the enrollment of which is nearly entirely comprised of students

Perspective of Dimensional Analysis in Medical Science

Directory of Open Access Journals (Sweden)

Kowalewski Wojciech

2017-09-01

Full Text Available This paper presents several applications of the dimensional analysis method to problems investigated in medical sciences. The method is used to analyze various complex processes without using formal laws governing the same. It is particularly suitable for a general analysis of fluid transfer (liquids and gases in the human body. This paper mainly serves as an overview of selected applications, mostly those emerging in the recent years, and includes a discussion of the mathematical fundamentals of dimensional analysis together followed by its critical analysis. Containing detailed calculations of two examples, the paper also serves as training material in the area of the computational method of the dimensional analysis algorithm.

Multivariate analysis of data in sensory science

CERN Document Server

Naes, T; Risvik, E

1996-01-01

The state-of-the-art of multivariate analysis in sensory science is described in this volume. Both methods for aggregated and individual sensory profiles are discussed. Processes and results are presented in such a way that they can be understood not only by statisticians but also by experienced sensory panel leaders and users of sensory analysis. The techniques presented are focused on examples and interpretation rather than on the technical aspects, with an emphasis on new and important methods which are possibly not so well known to scientists in the field. Important features of the book are discussions on the relationship among the methods with a strong accent on the connection between problems and methods. All procedures presented are described in relation to sensory data and not as completely general statistical techniques. Sensory scientists, applied statisticians, chemometricians, those working in consumer science, food scientists and agronomers will find this book of value.

Agricultural science in the wild: a social network analysis of farmer knowledge exchange.

Science.gov (United States)

Wood, Brennon A; Blair, Hugh T; Gray, David I; Kemp, Peter D; Kenyon, Paul R; Morris, Steve T; Sewell, Alison M

2014-01-01

Responding to demands for transformed farming practices requires new forms of knowledge. Given their scale and complexity, agricultural problems can no longer be solved by linear transfers in which technology developed by specialists passes to farmers by way of extension intermediaries. Recent research on alternative approaches has focused on the innovation systems formed by interactions between heterogeneous actors. Rather than linear transfer, systems theory highlights network facilitation as a specialized function. This paper contributes to our understanding of such facilitation by investigating the networks in which farmers discuss science. We report findings based on the study of a pastoral farming experiment collaboratively undertaken by a group of 17 farmers and five scientists. Analysis of prior contact and alter sharing between the group's members indicates strongly tied and decentralized networks. Farmer knowledge exchanges about the experiment have been investigated using a mix of quantitative and qualitative methods. Network surveys identified who the farmers contacted for knowledge before the study began and who they had talked to about the experiment by 18 months later. Open-ended interviews collected farmer statements about their most valuable contacts and these statements have been thematically analysed. The network analysis shows that farmers talked about the experiment with 192 people, most of whom were fellow farmers. Farmers with densely tied and occupationally homogeneous contacts grew their networks more than did farmers with contacts that are loosely tied and diverse. Thematic analysis reveals three general principles: farmers value knowledge delivered by persons rather than roles, privilege farming experience, and develop knowledge with empiricist rather than rationalist techniques. Taken together, these findings suggest that farmers deliberate about science in intensive and durable networks that have significant implications for theorizing

Agricultural science in the wild: a social network analysis of farmer knowledge exchange.

Directory of Open Access Journals (Sweden)

Brennon A Wood

Full Text Available Responding to demands for transformed farming practices requires new forms of knowledge. Given their scale and complexity, agricultural problems can no longer be solved by linear transfers in which technology developed by specialists passes to farmers by way of extension intermediaries. Recent research on alternative approaches has focused on the innovation systems formed by interactions between heterogeneous actors. Rather than linear transfer, systems theory highlights network facilitation as a specialized function. This paper contributes to our understanding of such facilitation by investigating the networks in which farmers discuss science. We report findings based on the study of a pastoral farming experiment collaboratively undertaken by a group of 17 farmers and five scientists. Analysis of prior contact and alter sharing between the group's members indicates strongly tied and decentralized networks. Farmer knowledge exchanges about the experiment have been investigated using a mix of quantitative and qualitative methods. Network surveys identified who the farmers contacted for knowledge before the study began and who they had talked to about the experiment by 18 months later. Open-ended interviews collected farmer statements about their most valuable contacts and these statements have been thematically analysed. The network analysis shows that farmers talked about the experiment with 192 people, most of whom were fellow farmers. Farmers with densely tied and occupationally homogeneous contacts grew their networks more than did farmers with contacts that are loosely tied and diverse. Thematic analysis reveals three general principles: farmers value knowledge delivered by persons rather than roles, privilege farming experience, and develop knowledge with empiricist rather than rationalist techniques. Taken together, these findings suggest that farmers deliberate about science in intensive and durable networks that have significant

An Analysis of Pre-Service Elementary Teachers' Understanding of Inquiry-Based Science Teaching

Science.gov (United States)

Lee, Carole K.; Shea, Marilyn

2016-01-01

This study examines how pre-service elementary teachers (PSETs) view inquiry-based science learning and teaching, and how the science methods course builds their confidence to teach inquiry science. Most PSETs think that inquiry is asking students questions rather than a formal set of pedagogical tools. In the present study, three groups of PSETs…

EOS Aqua: Mission Status at the Earth Science Constellation (ESC) Mission Operations Working Group (MOWG) Meeting at the Kennedy Space Center (KSC)

Science.gov (United States)

Guit, Bill

2017-01-01

This presentation at the Earth Science Constellation Mission Operations Working Group meeting at KSC in December 2017 to discuss EOS (Earth Observing System) Aqua Earth Science Constellation status. Reviewed and approved by Eric Moyer, ESMO (Earth Science Mission Operations) Deputy Project Manager.

Risk Analysis Group annual progress report 1984

International Nuclear Information System (INIS)

1985-06-01

The activities of the Risk Analysis Group at Risoe during 1984 are presented. These include descriptions in some detail of work on general development topics and risk analysis performed as contractor. (author)

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy.

Science.gov (United States)

Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A

2009-03-01

In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

Chairmanship of the Neptune/Pluto outer planets science working group

Science.gov (United States)

Stern, S. Alan

1993-11-01

The Outer Planets Science Working Group (OPSWG) is the NASA Solar System Exploration Division (SSED) scientific steering committee for the Outer Solar System missions. OPSWG consists of 19 members and is chaired by Dr. S. Alan Stern. This proposal summarizes the FY93 activities of OPSWG, describes a set of objectives for OPSWG in FY94, and outlines the SWG's activities for FY95. As chair of OPSWG, Dr. Stern will be responsible for: organizing priorities, setting agendas, conducting meetings of the Outer Planets SWG; reporting the results of OPSWG's work to SSED; supporting those activities relating to OPSWG work, such as briefings to the SSES, COMPLEX, and OSS; supporting the JPL/SAIC Pluto study team; and other tasks requested by SSED. As the Scientific Working Group (SWG) for Jupiter and the planets beyond, OPSWG is the SSED SWG chartered to study and develop mission plans for all missions to the giant planets, Pluto, and other distant objects in the remote outer solar system. In that role, OPSWG is responsible for: defining and prioritizing scientific objectives for missions to these bodies; defining and documenting the scientific goals and rationale behind such missions; defining and prioritizing the datasets to be obtained in these missions; defining and prioritizing measurement objectives for these missions; defining and documenting the scientific rationale for strawman instrument payloads; defining and prioritizing the scientific requirements for orbital tour and flyby encounter trajectories; defining cruise science opportunities plan; providing technical feedback to JPL and SSED on the scientific capabilities of engineering studies for these missions; providing documentation to SSED concerning the scientific goals, objectives, and rationale for the mission; interfacing with other SSED and OSS committees at the request of SSED's Director or those committee chairs; providing input to SSED concerning the structure and content of the Announcement of Opportunity

The Inclusion of the Nature of Science and Its Elements in Recent Popular Science Writing for Adults and Young Adults

Science.gov (United States)

Jiang, Feng

2012-01-01

This study was conducted to examine the inclusion of nature of science (NOS) in popular science writing to determine whether it could serve supplementary resource for teaching NOS. Four groups of documents published from 2001 to 2010 were included in the analysis: "Scientific American," "Discover" magazine, winners of the…

A sustainable storage solution for the Science Museum Group

Directory of Open Access Journals (Sweden)

Marta Leskard

2015-11-01

Full Text Available Museums in recent years have sought ways to reduce the environmental impact of their operations. One approach has been to look at ways to cut back on the energy required to stabilise storage conditions, particularly relative humidity, through passive moisture control rather than mechanical systems of heating and air conditioning. To this end the Science Museum Group employed hemp in the form of hemp-lime concrete, to construct a new storage facility for its collections, drawing on research into the buffering ability of hygroscopic natural building materials. The objective was to reduce energy use, to decrease reliance on mechanical systems and to produce very stable levels of relative humidity, in order to ensure the preservation of significant heritage collections. Although a prototype, to date, this building has performed as anticipated despite some initial construction snags and mechanical system malfunctions. The results encourage further investigation into hygroscopic construction materials to design even more energy-saving ways of providing stable storage conditions for museums.

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

Science.gov (United States)

Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the

Citation Analysis for Biomedical and Health Sciences Journals Published in Korea.

Science.gov (United States)

Oh, Juyeon; Chang, Hyejung; Kim, Jung A; Choi, Mona; Park, Ziyoung; Cho, Yoonhee; Lee, Eun-Gyu

2017-07-01

A citation analysis of biomedical and health sciences journals was conducted based on their enlistment in journal databases to identify the factors contributing to the citation metrics. Among the 1,219 academic journals managed by the National Center for Medical Information and Knowledge at the Korea Centers for Disease Control and Prevention, 556 journals were included for analysis as of July 2016. The characteristics of the journals include history years, publication media, language, open-access policy as well as the status enlisted in international and domestic databases, such as Science Citation Index (SCI), Scopus, Medline, PubMed Central, Embase, and Korea Citation Index (KCI). Six bibliometric measures were collected from SCI, Scopus, and KCI as of 2015, the most recent disclosure year. Analyses of group differences and influential factors were conducted using t -tests, Mann-Whitney tests, and multiple regression. Journal characteristics, such as history years, publication media, and open-access policy, were not significant factors influencing global or domestical citation of the journals. However, global citations were higher for SCI and Medline enlisted journals than for their counterparts. Among KCI journals, the KCI impact factors of journals published in English only were lower. Efforts by journals to be enlisted in international databases, especially in SCI and Medline, are critical to enhance their global circulation. However, articles published in English only hinder the use of domestic researchers. Different strategies are required for enhancing international and domestic readerships.

A Meta-Analysis of Middle School Science Engagement

Science.gov (United States)

Aker, Leanna B.

Researchers and educational practitioners have long been concerned with declines in science engagement reported by students as they transition into the middle school setting. Though the operationalization of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement has recently emerged in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents' science engagement under this emerging conceptualization was warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors had the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well represented in primary studies, behavioral engagement was underrepresented in student self-reports.

Group analysis and renormgroup symmetries

International Nuclear Information System (INIS)

Kovalev, V.F.; Pustovalov, V.V.; Shirkov, D.V.

1996-01-01

An original regular approach to constructing special type symmetries for boundary-value problems, namely renormgroup symmetries, is presented. Different methods of calculating these symmetries based on modern group analysis are described. An application of the approach to boundary value problems is demonstrated with the help of a simple mathematical model. 35 refs

Cystic fibrosis: Beyond the airways. Report on the meeting of the basic science working group in Loutraki, Greece.

Science.gov (United States)

Amaral, Margarida D; Boj, Sylvia F; Shaw, James; Leipziger, Jens; Beekman, Jeffrey M

2018-06-01

The European Cystic Fibrosis Society (ECFS) Basic Science Working Group (BSWG) organized a session on the topic "Cystic Fibrosis: Beyond the Airways", within the 15th ECFS Basic Science Conference which gathered around 200 researchers working in the basic science of CF. The session was organized and chaired by Margarida Amaral (BioISI, University of Lisboa, Portugal) and Jeffrey Beekman (University Medical Centre Utrecht, Netherlands) as Chair and Vice-Chair of the BSWG and its purpose was to bring attention of participants of the ECFS Basic Science Conference to "more forgotten" organs in CF disease. In this report we attempt to review and integrate the ideas that emerged at the session. Copyright © 2018 European Cystic Fibrosis Society. All rights reserved.

Development of an Analysis Model from the Perspectives of Science, Individual and Society in the Teaching of Science

Directory of Open Access Journals (Sweden)

José Manuel do Carmo

2016-12-01

Full Text Available The basic vision of learning science has changed as scientific culture concepts evolution and the nature of the teaching of science go along. From a model essentially based on information acquisition, science instruction has included the practice of the science method when the importance of emphasizing the development of personal skills, thinking processes, and action was considered. The concern about citizens’ education in matters referring to the relationship between science and society and enlightened social participation demanded a special attention in investigation and in students’ participation in issues related to urban, natural, and technological environment. This research seeks to develop an integrative model of curriculum organizations based on these three axes or perspectives: science, individual, and society. A matrix enabling the analysis of curricular proposals and organization plans of didactic units is built, as well as the observation of teachers’ representations in the teaching of science.

Little Scientists: Identity, Self-Efficacy, and Attitude Toward Science in a Girls' Science Camp

Science.gov (United States)

Todd, Brandy

Underrepresentation of women and minorities in the science, technology, and engineering (STEM) fields is a perennial concern for researchers and policy-makers. Many causes of this problem have been identified. Less is known about what constitutes effective methods for increasing women's participation in STEM. This study examines the role that identity formation plays in encouraging girls to pursue STEM education and careers utilizing data from a cohort-based, informal science enrichment program that targets middle-school-aged girls. A Mixed-methods design was employed to examine girls' science interests, efficacy, attitudes, and identity---referred to as affinities. Quantitative data were collected before and after program participation using science affinity scales. Qualitative data included observations, focus groups, and individual interviews. This study builds on past research conducted on the same program. The study is presented in three components: fidelity of implementation, participant affinities, and science identity theory building. Quantitative and qualitative measures reveal that the program was implemented with high fidelity. Participants had high initial affinities for science as compared to a contrast group. Analysis of qualitative data of science affinities revealed several themes in girls' attitudes, experiences, and intentions toward science. Emergent themes discussed include girls' preferences and interests in science, gender and science efficacy, attitudes toward science, and elements of science identities. Archetypes of emergent science identities developed in this study (expert, experimenter, and inventor) inform different ways in which girls engage with and envision science study and careers. Implications for best practice in fostering science engagement and identities in middle-school-aged girls include the importance of hands-on science activities, the need for enthusiastic relatable role models, and an emphasis on deep understanding of

Negotiating the Inquiry Question: A Comparison of Whole Class and Small Group Strategies in Grade Five Science Classrooms

Science.gov (United States)

Cavagnetto, Andy R.; Hand, Brian; Norton-Meier, Lori

2011-03-01

The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic. The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher. The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated questions, and student outcomes are discussed.

Educational services in health sciences libraries: an analysis of the periodical literature, 1975-1986.

Science.gov (United States)

Zachert, M J

1987-07-01

The periodical literature on group instructional services in health sciences libraries was analyzed to determine the nature of these services, their target audiences, and their institutional settings. Three kinds of reports were identified: descriptions of services (70%), reviews of the literature (10.5%), and future-oriented articles that advocate various group instructional services (19.5%). Five target audiences were identified: library users, staff, librarian peers, library science students, and patients. Instructional services were offered primarily in medical school/center libraries, hospital libraries, and the National Library of Medicine and its Regional Medical Libraries (RMLs). To a lesser extent, health sciences educational services are offered through other professional school libraries, library associations and consortia, and schools of library science. There are gaps in the literature in the areas of library experience with marketing, evaluation, administration of the offered educational services, and continuing education for health sciences librarians.

Group-sequential analysis may allow for early trial termination

DEFF Research Database (Denmark)

Gerke, Oke; Vilstrup, Mie H; Halekoh, Ulrich

2017-01-01

BACKGROUND: Group-sequential testing is widely used in pivotal therapeutic, but rarely in diagnostic research, although it may save studies, time, and costs. The purpose of this paper was to demonstrate a group-sequential analysis strategy in an intra-observer study on quantitative FDG-PET/CT mea......BACKGROUND: Group-sequential testing is widely used in pivotal therapeutic, but rarely in diagnostic research, although it may save studies, time, and costs. The purpose of this paper was to demonstrate a group-sequential analysis strategy in an intra-observer study on quantitative FDG...... assumed to be normally distributed, and sequential one-sided hypothesis tests on the population standard deviation of the differences against a hypothesised value of 1.5 were performed, employing an alpha spending function. The fixed-sample analysis (N = 45) was compared with the group-sequential analysis...... strategies comprising one (at N = 23), two (at N = 15, 30), or three interim analyses (at N = 11, 23, 34), respectively, which were defined post hoc. RESULTS: When performing interim analyses with one third and two thirds of patients, sufficient agreement could be concluded after the first interim analysis...

Audience reach of science on television in 10 European countries: An analysis of people-meter data.

Science.gov (United States)

Lehmkuhl, Markus; Boyadjieva, Pepka; Cunningham, Yvonne; Karamanidou, Christina; Mörä, Tuomo

2016-02-01

Beginning with a differentiation of science programmes into five different editorial concepts, this article explores the audience reach of science on television in 10 European countries with a special emphasis on young audiences aged between 14 and 29 years. In relation to the share of this age group in the entire population, science programmes in all countries reach a considerably smaller proportion of younger viewers. Specific preferences for science content on television do not seem to be relevant in explaining aggregated viewing behaviours especially of young audiences. Unlike all other segments, the young science viewer segment is almost intangible as an aggregated group, as a definable segment of a mass audience that can be targeted by science programme makers. © The Author(s) 2014.

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

Directory of Open Access Journals (Sweden)

J.P. Schoeman

2009-05-01

Full Text Available In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

Seismological analysis of group pile foundation for reactor

International Nuclear Information System (INIS)

Wang Demin.

1984-01-01

In the seismic analysis for reactor foundation of nuclear power plant, the local raise of base mat is of great significance. Base on the study of static and dynamic stability as well as soil-structure interaction of group piles on stratified soil, this paper presents a method of seismic analysis for group piles of reactor foundation at abroad, and a case history is enclosed. (Author)

Interfacial and Surface Science | Materials Science | NREL

Science.gov (United States)

Science group within the Material Science Center. He oversees research studies of surfaces and interfaces Interfacial and Surface Science Interfacial and Surface Science Image of irregular-outlined, light address a broad range of fundamental and applied issues in surface and interfacial science that are

Female distance education students overtaking males in science ...

African Journals Online (AJOL)

This study was initiated to compare the performance of male and female distance education students of the University of Education, Winneba in Integrated Science. This was done by randomly selecting the cumulated grades of male and female students of 2002, 2003 and 2004-year groups in Integrated Science for analysis ...

Analysis of Nature of Science Included in Recent Popular Writing Using Text Mining Techniques

Science.gov (United States)

Jiang, Feng; McComas, William F.

2014-01-01

This study examined the inclusion of nature of science (NOS) in popular science writing to determine whether it could serve supplementary resource for teaching NOS and to evaluate the accuracy of text mining and classification as a viable research tool in science education research. Four groups of documents published from 2001 to 2010 were…

Comparative analysis of female physicists in the physical sciences: Motivation and background variables

Science.gov (United States)

Dabney, Katherine P.; Tai, Robert H.

2014-06-01

The majority of existing science, technology, engineering, and mathematics (STEM) research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this study examines the following question: On average, do females who select physics as compared to chemistry doctoral programs differ in their reported personal motivations and background factors prior to entering the field? This question is analyzed using variables from the Project Crossover Survey data set through a subset of female physical science doctoral students and scientists (n =1137). A logistic regression analysis and prototypical odds ratio uncover what differentiates women in the physical sciences based on their academic achievement and experiences ranging from high school through undergraduate education. Results indicate that females who have negative undergraduate chemistry experiences as well as higher grades and positive experiences in undergraduate physics are more likely to pursue a career in physics as opposed to chemistry. Conclusions suggest that a greater emphasis should be placed on the classroom experiences that are provided to females in gateway physics courses. Analyses show that women are not a single entity that should only be examined as a whole group or in comparison to men. Instead women can be compared to one another to see what influences their differences in educational experiences and career choice in STEM-based fields as well as other academic areas of study.

Comparative analysis of female physicists in the physical sciences: Motivation and background variables

Directory of Open Access Journals (Sweden)

Katherine P. Dabney

2014-02-01

Full Text Available The majority of existing science, technology, engineering, and mathematics (STEM research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this study examines the following question: On average, do females who select physics as compared to chemistry doctoral programs differ in their reported personal motivations and background factors prior to entering the field? This question is analyzed using variables from the Project Crossover Survey data set through a subset of female physical science doctoral students and scientists (n=1137. A logistic regression analysis and prototypical odds ratio uncover what differentiates women in the physical sciences based on their academic achievement and experiences ranging from high school through undergraduate education. Results indicate that females who have negative undergraduate chemistry experiences as well as higher grades and positive experiences in undergraduate physics are more likely to pursue a career in physics as opposed to chemistry. Conclusions suggest that a greater emphasis should be placed on the classroom experiences that are provided to females in gateway physics courses. Analyses show that women are not a single entity that should only be examined as a whole group or in comparison to men. Instead women can be compared to one another to see what influences their differences in educational experiences and career choice in STEM-based fields as well as other academic areas of study.

Applied quantitative analysis in the social sciences

CERN Document Server

Petscher, Yaacov; Compton, Donald L

2013-01-01

To say that complex data analyses are ubiquitous in the education and social sciences might be an understatement. Funding agencies and peer-review journals alike require that researchers use the most appropriate models and methods for explaining phenomena. Univariate and multivariate data structures often require the application of more rigorous methods than basic correlational or analysis of variance models. Additionally, though a vast set of resources may exist on how to run analysis, difficulties may be encountered when explicit direction is not provided as to how one should run a model

Analysis of Primary School Student's Science Learning Anxiety According to Some Variables

Science.gov (United States)

Karakaya, Ferhat; Avgin, Sakine Serap; Kumperli, Ethem

2016-01-01

On this research, it is analyzed if the science learning anxiety level shows difference according to variables which are gender, grade level, science lesson grade, mother education, father education level. Scanning Design is used for this study. Research working group is consisted of 294 primary school from 6th, 7th and 8th graders on 2015-2016…

The evolution and extinction of science fiction.

Science.gov (United States)

Hrotic, Steven

2014-11-01

Science fiction literature reflects our constantly evolving attitudes towards science and technological innovations, and the kinds of societal impacts believed possible. The newly popular subgenre 'steampunk' shows that these attitudes have significantly shifted. Examined from a cognitive anthropological perspective, science fiction reveals the cultural evolution of the genre as intelligently designed, and implies a cognitive mechanism of group membership reliant on implicit memory. However, such an analysis also suggests that genre science fiction as it was in the 20th century may no longer exist. © The Author(s) 2013.

The Third Annual NASA Science Internet User Working Group Conference

Science.gov (United States)

Lev, Brian S. (Editor); Gary, J. Patrick (Editor)

1993-01-01

The NASA Science Internet (NSI) User Support Office (USO) sponsored the Third Annual NSI User Working Group (NSIUWG) Conference March 30 through April 3, 1992, in Greenbelt, MD. Approximately 130 NSI users attended to learn more about the NSI, hear from projects which use NSI, and receive updates about new networking technologies and services. This report contains material relevant to the conference; copies of the agenda, meeting summaries, presentations, and descriptions of exhibitors. Plenary sessions featured a variety of speakers, including NSI project management, scientists, and NSI user project managers whose projects and applications effectively use NSI, and notable citizens of the larger Internet community. The conference also included exhibits of advanced networking applications; tutorials on internetworking, computer security, and networking technologies; and user subgroup meetings on the future direction of the conference, networking, and user services and applications.

Gender differences in an elementary school learning environment: A study on how girls learn science in collaborative learning groups

Science.gov (United States)

Greenspan, Yvette Frank

Girls are marked by low self-confidence manifested through gender discrimination during the early years of socialization and culturalization (AAUW, 1998). The nature of gender bias affects all girls in their studies of science and mathematics, particularly in minority groups, during their school years. It has been found that girls generally do not aspire in either mathematical or science-oriented careers because of such issues as overt and subtle stereotyping, inadequate confidence in ability, and discouragement in scientific competence. Grounded on constructivism, a theoretical framework, this inquiry employs fourth generation evaluation, a twelve-step evaluative process (Guba & Lincoln, 1989). The focus is to discover through qualitative research how fifth grade girls learn science in a co-sexual collaborative learning group, as they engage in hands-on, minds-on experiments. The emphasis is centered on one Hispanic girl in an effort to understand her beliefs, attitudes, and behavior as she becomes a stakeholder with other members of her six person collaborative learning group. The intent is to determine if cultural and social factors impact the learning of scientific concepts based on observations from videotapes, interviews, and student opinion questionnaires. QSR NUD*IST 4, a computer software program is utilized to help categorize and index data. Among the findings, there is evidence that clearly indicates girls' attitudes toward science are altered as they interact with other girls and boys in a collaborative learning group. Observations also indicate that cultural and social factors affect girls' performance as they explore and discover scientific concepts with other girls and boys. Based upon what I have uncovered utilizing qualitative research and confirmed according to current literature, there seems to be an appreciable impact on the way girls appear to learn science. Rooted in the data, the results mirror the conclusions of previous studies, which

Trace-element analysis in environmental sciences

International Nuclear Information System (INIS)

Valkovic, V.; Moschini, G.

1988-01-01

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

Ignalina Safety Analysis Group's report for the year 1998

International Nuclear Information System (INIS)

Uspuras, E.; Augutis, J.; Bubelis, E.; Cesna, B.; Kaliatka, A.

1999-02-01

Results of Ignalina NPP Safety Analysis Group's research are presented. The main fields of group's activities in 1998 were following: safety analysis of reactor's cooling system, safety analysis of accident localization system, investigation of the problem graphite - fuel channel, reactor core modelling, assistance to the regulatory body VATESI in drafting regulations and reviewing safety reports presented by Ignalina NPP during the process of licensing of unit 1

Conceptual Change in Understanding the Nature of Science Learning: An Interpretive Phenomenological Analysis

Science.gov (United States)

DiBenedetto, Christina M.

This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Council. The study takes aim at the existing gap between the vision for science learning as an active process of inquiry and current pedagogical practices in K-12 science classrooms. For students to understand and explain everyday science ideas and succeed in science studies and careers, the means by which they learn science must change. Focusing on this change, the study explores the significance of educator attitudes, beliefs and values to science learning through interpretive phenomenological analysis around the central question, "In what ways do educators understand and articulate attitudes and beliefs toward the nature of science learning?" The study further explores the questions, "How do educators experience changes in their understanding of the nature of science learning?" and "How do educators believe these changes influence their pedagogical practice?" Study findings converge on four conceptions that science learning: is the action of inquiry; is a visible process initiated by both teacher and learner; values student voice and changing conceptions is science learning. These findings have implications for the primacy of educator beliefs, attitudes and values in reform efforts, science teacher leadership and the explicit instruction of both Nature of Science and conceptual change in educator preparation programs. This study supports the understanding that the nature of science learning is cognitive and affective conceptual change. Keywords: conceptual change, educator attitudes and beliefs, framework for K-12 science education, interpretive phenomenological analysis, nature of science learning, next generation science standards, science professional development

Early Detection of Risk Taking in Groups and Individuals

Science.gov (United States)

2016-03-25

analysis  to   twitter  content  in  the... analysis  indicated  that   Twitter  messages  correspond  closely  in   tone  to  similarly  codified  results  from  news...Yardi, S., & Boyd, D. (2010). Dynamic debates: An analysis of group polarization over time on Twitter . Bulletin of Science, Technology &

Doing Better: Illuminating a Framework of Equitable Science Pedagogy through a Cross- Case Analysis of Urban High School Science Teachers

Science.gov (United States)

Sheth, Manali J.

Students of color are routinely asked to participate in science education that is less intellectually rich and self-affirming. Additionally, teachers have trouble embarking on professional growth related to issues of equity and diversity in science. The purpose of this dissertation research is to develop a multi-dimensional framework for equitable science pedagogy (ESP) through analyzing the efforts and struggles of high school science teachers. This study is grounded in a conceptual framework derived from scholarship in science education, multicultural education, critical science studies, and teacher learning. The following questions guide this research: 1) What visions and enactments emerge in teachers' practices towards equitable science pedagogy? 2) How are teachers' practice decisions towards ESP influenced by their personal theories of race/culture, science, and learning and sociocultural contexts? 3) Why are there consistencies and variances across teachers' practices? This study employs a qualitative multiple case study design with ethnographic data collection to explore the practices of three urban high school science teachers who were identified as being committed to nurturing the science learning of students of color. Data include over 120 hours of classroom observation, 60 hours of teacher interviews, and 500 teacher- and student-generated artifacts. Data analysis included coding teachers' practices using theory- and participant generated codes, construction of themes based on emergent patterns, and cross-case analysis. The affordances and limitations of the participants' pedagogical approaches inform the following framework for equitable science pedagogy: 1) Seeing race and culture and sharing responsibility for learning form foundational dimensions. Practices from the other three dimensions--- nurturing students' identities, re-centering students' epistemologies, and critiquing structural inequities---emerge from the foundation. As emergent practices

Social inclusion and its approach at Information Science: scientific production analysis in the area of information science periodicals between 2001 and 2010

Directory of Open Access Journals (Sweden)

Alex Serrano Almeida

2013-08-01

Full Text Available This study has the purpose to check how the social inclusion has been approached at Information Science area, from the scientific production area published at the area national periodicals. Over there, to verify which inclusion forms are recurrently approached at Information Science area; to show the use tendencies of social inclusion concept at the Science Information area scientific articles; to find how it presents the social inclusion concept connected to the information professional and analyze if it there is any association to other themes. It was realized searches in six periodicals at the period between 2001 and 2010. We used how analysis method the Bardin content analysis reference. The analysis corpus was constituted of 30 articles which approached the social inclusion theme. As the results, it was showed that the social inclusion on Information Science area publications, in general, is turned to digital inclusion and to the Information Science area publications uses. Besides, it was still identified connections with the information professionals, which one must serve as mediator between the information and the environment where information and users are inserted.

Group-sequential analysis may allow for early trial termination

DEFF Research Database (Denmark)

Gerke, Oke; Vilstrup, Mie H; Halekoh, Ulrich

2017-01-01

BACKGROUND: Group-sequential testing is widely used in pivotal therapeutic, but rarely in diagnostic research, although it may save studies, time, and costs. The purpose of this paper was to demonstrate a group-sequential analysis strategy in an intra-observer study on quantitative FDG-PET/CT mea......BACKGROUND: Group-sequential testing is widely used in pivotal therapeutic, but rarely in diagnostic research, although it may save studies, time, and costs. The purpose of this paper was to demonstrate a group-sequential analysis strategy in an intra-observer study on quantitative FDG...

Bibliometrics and citation analysis from the science citation index to cybermetrics

CERN Document Server

De Bellis, Nicola

2009-01-01

Bibliometrics and Citation Analysis: From the Science Citation Index to Cybermetrics offers a comprehensive overview of theories, techniques, concepts, and applications in the interdisciplinary and steadily growing field of bibliometrics. This book looks at bibliographic citation and citation networks by discussing the past, present, and future of bibliometrics, from its foundations in the Science Citation Index to its expansion into the World Wide Web. It is useful to those in every area of scholarship involved in the quantitative analysis of information exchanges, but also to general readers

Assessing Group Interaction with Social Language Network Analysis

Science.gov (United States)

Scholand, Andrew J.; Tausczik, Yla R.; Pennebaker, James W.

In this paper we discuss a new methodology, social language network analysis (SLNA), that combines tools from social language processing and network analysis to assess socially situated working relationships within a group. Specifically, SLNA aims to identify and characterize the nature of working relationships by processing artifacts generated with computer-mediated communication systems, such as instant message texts or emails. Because social language processing is able to identify psychological, social, and emotional processes that individuals are not able to fully mask, social language network analysis can clarify and highlight complex interdependencies between group members, even when these relationships are latent or unrecognized.

Summary of research in applied mathematics, numerical analysis and computer science at the Institute for Computer Applications in Science and Engineering

Science.gov (United States)

1984-01-01

Research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis and computer science during the period October 1, 1983 through March 31, 1984 is summarized.

From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science

Science.gov (United States)

Kaya, Ebru; Erduran, Sibel

2016-12-01

The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein's idea to problems of their own disciplines. For example, Irzik and Nola adapted Wittgenstein's generic definition of the family resemblance idea to NOS, while Erduran and Dagher reconceptualized Irzik and Nola's FRA-to-NOS by synthesizing educational applications by drawing on perspectives from science education research. In this article, we use the terminology of "Reconceptualized FRA-to-NOS (RFN)" to refer to Erduran and Dagher's FRA version which offers an educational account inclusive of knowledge about pedagogical, instructional, curricular and assessment issues in science education. Our motivation for making this distinction is rooted in the need to clarify the various accounts of the family resemblance idea.The key components of the RFN include the aims and values of science, methods and methodological rules, scientific practices, scientific knowledge as well as the social-institutional dimensions of science including the social ethos, certification, and power relations. We investigate the potential of RFN in facilitating curriculum analysis and in determining the gaps related to NOS in the curriculum. We analyze two Turkish science curricula published 7 years apart and illustrate how RFN can contribute not only to the analysis of science curriculum itself but also to trends in science curriculum development. Furthermore, we present an analysis of documents from USA and Ireland and contrast them to the Turkish curricula thereby illustrating some trends in the coverage of RFN categories. The results indicate that while both Turkish curricula contain statements that identify science as a cognitive-epistemic system, they

Communicating the Nature of Science through "The Big Bang Theory": Evidence from a Focus Group Study

Science.gov (United States)

Li, Rashel; Orthia, Lindy A.

2016-01-01

In this paper, we discuss a little-studied means of communicating about or teaching the nature of science (NOS)--through fiction television. We report some results of focus group research which suggest that the American sitcom "The Big Bang Theory" (2007-present), whose main characters are mostly working scientists, has influenced…

KDD for science data analysis: Issues and examples

International Nuclear Information System (INIS)

Fayyad, U.; Haussler, D.; Stolorz, P.

1996-01-01

The analysis of the massive data sets collected by scientific instruments demands automation as a prerequisite to analysis. There is an urgent need to create an intermediate level at which scientists can operate effectively; isolating them from the massive sizes and harnessing human analysis capabilities to focus on tasks in which machines do not even remotely approach humans-namely, creative data analysis, theory and hypothesis formation, and drawing insights into underlying phenomena. We give an overview of the main issues in the exploitation of scientific datasets, present five case studies where KDD tools play important and enabling roles, and conclude with future challenges for data mining and KDD techniques in science data analysis

Small-group learning in an upper-level university biology class enhances academic performance and student attitudes toward group work.

Science.gov (United States)

Gaudet, Andrew D; Ramer, Leanne M; Nakonechny, Joanne; Cragg, Jacquelyn J; Ramer, Matt S

2010-12-29

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students--even term high achievers--could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom.

Deception, efficiency, and random groups - Psychology and the gradual origination of the random group design

NARCIS (Netherlands)

Dehue, T

1997-01-01

In the life sciences, psychology, and large parts of the other social sciences, the ideal experiment is a comparative experiment with randomly composed experimental and control groups. Historians and practitioners of these sciences generally attribute the invention of this "random group design" to

Process Analysis of the CV Group's Operation

CERN Document Server

Wilhelmsson, M

2000-01-01

This report will give an explanation of the internal reorganization that has been done because of the necessity to optimize operation in the cooling and ventilation group. The basic structure for the group was defined at the end of 1998. We understood then that change was needed to accommodate the increased workload due to the LHC project. In addition, we face a relatively large turnover of personnel (retirements and some recruitment) with related integration issues to consider. We would also like to implement new approaches in the management of both operations and maintenance. After some running-in problems during the first half of 1999, we realized that much more could be gained with the analysis and the definition and documenting of each single function and generic activity within the group. The authors will explain how this analysis was carried out and give some feedback of the outcome, so far.

Harmonic analysis on exponential solvable Lie groups

CERN Document Server

Fujiwara, Hidenori

2015-01-01

This book is the first one that brings together recent results on the harmonic analysis of exponential solvable Lie groups. There still are many interesting open problems, and the book contributes to the future progress of this research field. As well, various related topics are presented to motivate young researchers. The orbit method invented by Kirillov is applied to study basic problems in the analysis on exponential solvable Lie groups. This method tells us that the unitary dual of these groups is realized as the space of their coadjoint orbits. This fact is established using the Mackey theory for induced representations, and that mechanism is explained first. One of the fundamental problems in the representation theory is the irreducible decomposition of induced or restricted representations. Therefore, these decompositions are studied in detail before proceeding to various related problems: the multiplicity formula, Plancherel formulas, intertwining operators, Frobenius reciprocity, and associated alge...

Photometric Analysis in the Kepler Science Operations Center Pipeline

Science.gov (United States)

Twicken, Joseph D.; Clarke, Bruce D.; Bryson, Stephen T.; Tenenbaum, Peter; Wu, Hayley; Jenkins, Jon M.; Girouard, Forrest; Klaus, Todd C.

2010-01-01

We describe the Photometric Analysis (PA) software component and its context in the Kepler Science Operations Center (SOC) pipeline. The primary tasks of this module are to compute the photometric flux and photocenters (centroids) for over 160,000 long cadence (thirty minute) and 512 short cadence (one minute) stellar targets from the calibrated pixels in their respective apertures. We discuss the science algorithms for long and short cadence PA: cosmic ray cleaning; background estimation and removal; aperture photometry; and flux-weighted centroiding. We discuss the end-to-end propagation of uncertainties for the science algorithms. Finally, we present examples of photometric apertures, raw flux light curves, and centroid time series from Kepler flight data. PA light curves, centroid time series, and barycentric timestamp corrections are exported to the Multi-mission Archive at Space Telescope [Science Institute] (MAST) and are made available to the general public in accordance with the NASA/Kepler data release policy.

9 July 2012 - Academy of Sciences Malaysia (ASM), Chairman, Mathematical and Physical Sciences Discipline Group M. Yahaya FASc and his delegation visiting the LHC superconducting magnet test hall with Technology Department G. De Rijk.

CERN Multimedia

Maximilien Brice

2012-01-01

9 July 2012 - Academy of Sciences Malaysia (ASM), Chairman, Mathematical and Physical Sciences Discipline Group M. Yahaya FASc and his delegation visiting the LHC superconducting magnet test hall with Technology Department G. De Rijk.

Gender Stereotypes in Science Education Resources: A Visual Content Analysis.

Science.gov (United States)

Kerkhoven, Anne H; Russo, Pedro; Land-Zandstra, Anne M; Saxena, Aayush; Rodenburg, Frans J

2016-01-01

More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people's social lives, such stereotypes can also occur in education. Ways in which stereotypes are visible in education include the use of gender-biased visuals, language, teaching methods, and teachers' attitudes. The goal of this study was to determine whether science education resources for primary school contained gender-biased visuals. Specifically, the total number of men and women depicted, and the profession and activity of each person in the visuals were noted. The analysis showed that there were more men than women depicted with a science profession and that more women than men were depicted as teachers. This study shows that there is a stereotypical representation of men and women in online science education resources, highlighting the changes needed to create a balanced representation of men and women. Even if the stereotypical representation of men and women in science is a true reflection of the gender distribution in science, we should aim for a more balanced representation. Such a balance is an essential first step towards showing children that both men and women can do science, which will contribute to more gender-balanced science and technology fields.

Dimensional analysis and group theory in astrophysics

CERN Document Server

Kurth, Rudolf

2013-01-01

Dimensional Analysis and Group Theory in Astrophysics describes how dimensional analysis, refined by mathematical regularity hypotheses, can be applied to purely qualitative physical assumptions. The book focuses on the continuous spectral of the stars and the mass-luminosity relationship. The text discusses the technique of dimensional analysis, covering both relativistic phenomena and the stellar systems. The book also explains the fundamental conclusion of dimensional analysis, wherein the unknown functions shall be given certain specified forms. The Wien and Stefan-Boltzmann Laws can be si

Analysis of the Importance of Subjects to Improve the Educational Curriculum in the Radiological Science: Focused on Radiological Technologists

International Nuclear Information System (INIS)

Kim, Jung Hoon; Ko, Seong Jin; Kang, Se Sik; Kim, Dong Hyun; Kim, Chang Soo

2012-01-01

In this study a group of experts and clinical radiological technologists were surveyed to evaluate the clinical importance of current subjects in the radiological sciences. For the data collection and analysis, an open-ended questionnaire was distributed to the group of experts, and a multiple choice questionnaire was distributed to radiological technologists. Subjects were classified into 9 groups for analysis of the importance of subjects, and in regard to the questionnaire design for measurement of variables, departments and type of hospital were set up as independent variables, and the 9 groups of subjects were set up as dependent variables. As a result, clinical radiological technologists perceived Diagnostic Imaging Technology and practical courses, including general radiography, CT and MRI, as the most clinically necessary subjects, and the group of experts placed most weight on basic courses for the major. The result of this study suggests that the curriculum should be revised in a way that combines theory and practice in order to foster radiological technologists capable of adapting to the rapidly changing healthcare environment.

The impact of science shops on university research and education

DEFF Research Database (Denmark)

Hende, Merete; Jørgensen, Michael Søgaard

This report discusses the impact from university-based science shops on curricula and research. Experience from science shops show that besides assisting citizen groups, science shops can also contribute to the development of university curricula and research. This impact has been investigated...... through the SCIPAS questionnaire sent out to science shops and through follow-up interviews with employees from nine different university-based science shops and one university researcher. Not all the cases call themselves science shops, but in the report the term 'science shop' will be used most...... way or the other has had impact on university curricula and/or research. The analysis and the case studies have theoretically been based on literature on universities and education and research as institutions and a few articles about the impact of science shops on education and research. The analysis...

Financial Analysis on the example of Audi Group

OpenAIRE

Maltseva, Anna

2015-01-01

The aim of this master thesis is a financial analysis of Audi Group. Audi is one of the most popular brand of premium car manufacturers, which has a long history and which is a part of one of the biggest world groups in automotive industry -- Volkswagen Group. In this paper we will look into its financial reports in order to analyze its financial performance and make the conclusion in the end -- is Audi Group successful?

Time series analysis in the social sciences the fundamentals

CERN Document Server

Shin, Youseop

2017-01-01

Times Series Analysis in the Social Sciences is a practical and highly readable introduction written exclusively for students and researchers whose mathematical background is limited to basic algebra. The book focuses on fundamental elements of time series analysis that social scientists need to understand so they can employ time series analysis for their research and practice. Through step-by-step explanations and using monthly violent crime rates as case studies, this book explains univariate time series from the preliminary visual analysis through the modeling of seasonality, trends, and re

Science knowledge and cognitive strategy use among culturally and linguistically diverse students

Science.gov (United States)

Lee, Okhee; Fradd, Sandra H.; Sutman, Frank X.

Science performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African-American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of students.Received: 3 January 1995;

Group-wise Principal Component Analysis for Exploratory Data Analysis

NARCIS (Netherlands)

Camacho, J.; Rodriquez-Gomez, Rafael A.; Saccenti, E.

2017-01-01

In this paper, we propose a new framework for matrix factorization based on Principal Component Analysis (PCA) where sparsity is imposed. The structure to impose sparsity is defined in terms of groups of correlated variables found in correlation matrices or maps. The framework is based on three new

ALMA Array Operations Group process overview

Science.gov (United States)

Barrios, Emilio; Alarcon, Hector

2016-07-01

ALMA Science operations activities in Chile are responsibility of the Department of Science Operations, which consists of three groups, the Array Operations Group (AOG), the Program Management Group (PMG) and the Data Management Group (DMG). The AOG includes the Array Operators and have the mission to provide support for science observations, operating safely and efficiently the array. The poster describes the AOG process, management and operational tools.

Learning science in small groups: The relationship of conversation to conceptual understanding

Science.gov (United States)

McDonald, James Tarleton

The purpose of this study was to investigate the relationship between conversation and conceptual understanding of erosion. The objective of this study was to investigate how fifth grade students' conceptions of erosion changed while they used stream tables and worked in groups of four within an inquiry-based curriculum. This study used symbolic interactionism and sociocognitive frameworks to interpret science learning in the elementary classroom. The research focused on the conceptual understanding of the focal group students, their use of classroom discourse to talk about their understandings of erosion, and the expertise that emerged while using stream tables. This study took place over a one-semester long study on erosion. Key informants were eight fifth graders. The data sources consisted of children's journals; transcripts of audiotaped interviews with the key informants before, during, and after the erosion unit; transcripts of videotapes of the students using the stream tables; and field notes recording children's discourse and activity. Individual and group cases were constructed during the study. The knowledge of the eight focal group children was placed on a hierarchy of conceptual understanding that contained 8 components of the erosion process. All four of the students whose ideas were examined in depth gained in their conceptual understanding of erosion. Students' individual expertise enhanced their own conceptual understanding. The contribution of classroom discourse and expertise to conceptual understanding differed between the two focal groups. Group 1 used essential expertise to sustain generative conversations, maximizing their learning opportunities. Students in Group 1 got along with one another, rotated assigned roles and jobs, and were able to start their own generative conversations. Members of Group 1 asked generative questions, connected stream table events to real life situations, and involved everyone in the group. Group 2 engaged in a

Science of learning is learning of science: why we need a dialectical approach to science education research

Science.gov (United States)

Roth, Wolff-Michael

2012-06-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.

Summary of research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis and computer science

Science.gov (United States)

1989-01-01

Research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis, and computer science during the period October 1, 1988 through March 31, 1989 is summarized.

Report of the NASA Science Definition Team for the Mars Science Orbiter (MSO)

Science.gov (United States)

Smith, Michael

2007-01-01

NASA is considering that its Mars Exploration Program (MEP) will launch an orbiter to Mars in the 2013 launch opportunity. To further explore this opportunity, NASA has formed a Science Definition Team (SDT) for this orbiter mission, provisionally called the Mars Science Orbiter (MSO). Membership and leadership of the SDT are given in Appendix 1. Dr. Michael D. Smith chaired the SDT. The purpose of the SDT was to define the: 1) Scientific objectives of an MSO mission to be launched to Mars no earlier than the 2013 launch opportunity, building on the findings for Plan A [Atmospheric Signatures and Near-Surface Change] of the Mars Exploration Program Analysis Group (MEPAG) Second Science Analysis Group (SAG-2); 2) Science requirements of instruments that are most likely to make high priority measurements from the MSO platform, giving due consideration to the likely mission, spacecraft and programmatic constraints. The possibilities and opportunities for international partners to provide the needed instrumentation should be considered; 3) Desired orbits and mission profile for optimal scientific return in support of the scientific objectives, and the likely practical capabilities and the potential constraints defined by the science requirements; and 4) Potential science synergies with, or support for, future missions, such as a Mars Sample Return. This shall include imaging for evaluation and certification of future landing sites. As a starting point, the SDT was charged to assume spacecraft capabilities similar to those of the Mars Reconnaissance Orbiter (MRO). The SDT was further charged to assume that MSO would be scoped to support telecommunications relay of data from, and commands to, landed assets, over a 10 Earth year period following orbit insertion. Missions supported by MSO may include planned international missions such as EXOMARS. The MSO SDT study was conducted during October - December 2007. The SDT was directed to complete its work by December 15, 2007

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

Science.gov (United States)

Alrehaly, Essa D.

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

Environmental and Medical Sciences Division progress report January - December 1975

International Nuclear Information System (INIS)

Johnston, J.E.

1976-07-01

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

Assessment of genetic diversity within the Merodon ruficornis species group (Diptera: Syrphidae by RAPD analysis

Directory of Open Access Journals (Sweden)

Andrić Andrijana

2017-01-01

Full Text Available As one of the most distinct groups in the hoverfly genus Merodon, the monophyletic ruficornis species group has been the focus of several studies using different approaches. Molecular methods have shown incongruences between morphological and molecular data. In the present study, we investigated four species of the Merodon ruficornis group (i.e. M. loewi, M. armipes, M. papillus and M. hoplitis with the aim of detecting intra- and interspecific genetic diversity, and we examined the usefulness of random amplified polymorphic DNA (RAPD in an integrative taxonomic approach to species delimitation. Analysis of Nei’s genetic variation over all loci showed that genetic diversity for the analyzed Merodon species was h=0.24. Based on UPGMA, PCoA and Bayesian clustering analyses, our results clearly differentiated four groups that correspond to the four morphologically-defined Merodon species. Among the analyzed species, M. armipes and M. hoplitis showed the lowest level of genetic divergence; M. loewi was clearly separated from both M. armipes and M. papillus. Based on our data, we propose the use of RAPD-PCR as an additional tool for resolving taxonomic problems within Merodon. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no.173002

Overview of OECD-NEA Nuclear Science and Data Bank Activities

International Nuclear Information System (INIS)

Gulliford, Jim

2012-01-01

Overview: • NEA Areas of Work, Standing Committees; • Nuclear Science & the Data Bank: – Working Parties & Expert Groups; – integral experiments databases; – linked Data Bank/Nuclear Science products. • Reactor Physics and Criticality Integral Experiments: – ICSBEP& IRPhE evaluations; – Database tools (DICE, IDAT, SFCOMPO-X). • Other Activities related to Fast Reactors: – WPRS SFR Task Force; – Nuclear Data, WPEC sub-group on data adjustment; – Fuel Cycle and Materials. • Looking Ahead: – Uncertainty Analysis for transient modelling; – Russian Accession to the NEA and Data Bank; – Impact of Fukushima on Nuclear Science Programmes of Work

The Department of the Interior Strategic Sciences Group and its Response to Hurricane Sandy

Science.gov (United States)

Ludwig, K. A.; Machlis, G. E.; Applegate, D.

2013-12-01

This presentation will describe the history, mission, and current activities of the newly formed Department of the Interior (DOI) Strategic Sciences Group (SSG), with a focus on its response to Hurricane Sandy and lessons learned from using scenario building to support decision making. There have been several environmental crises of national significance in recent years, including Hurricane Katrina (2005), large-scale California wildfires (2007-2008), the Deepwater Horizon oil spill (2010), and Hurricane Sandy (2012). Such events are complex because of their impacts on the ecology, economy, and people of the affected locations. In these and other environmental disasters, the DOI has had significant responsibilities to protect people and resources and to engage in emergency response, recovery, and restoration efforts. In recognition of the increasingly critical role of strategic science in responding to such complex events, the DOI established the SSG by Secretarial Order in 2012. Its purpose is to provide the DOI with science-based assessments and interdisciplinary scenarios of environmental crises affecting Departmental resources; rapidly assemble interdisciplinary teams of scientists from government, academia, and non-governmental organizations to conduct such work; and provide results to DOI leadership as usable knowledge to support decision making. March 2013 was the SSG's first deployment since its formation. The SSG's charge was to support DOI's participation on the Hurricane Sandy Rebuilding Task Force by developing scenarios of Hurricane Sandy's environmental, economic, and social consequences in the New York/New Jersey area and potential interventions that could improve regional resilience to future major storms. Over the course of one week, the SSG Sandy team (Operational Group Sandy) identified 13 first-tier consequences and 17 interventions. The SSG briefed DOI leadership, Task Force representatives, and other policy makers in both Washington, DC and

The use of quasi-experiments in the social sciences : A content analysis

NARCIS (Netherlands)

Aussems, M.E.; Boomsma, A.; Snijders, T.A.B.

This article examines the use of various research designs in the social sciences as well as the choices that are made when a quasi-experimental design is used. A content analysis was carried out on articles published in 18 social science journals with various impact factors. The presence of

Play or science?

DEFF Research Database (Denmark)

Lieberoth, Andreas; Pedersen, Mads Kock; Sherson, Jacob

2015-01-01

Crowdscience games may hold unique potentials as learning opportunities compared to games made for fun or education. They are part of an actual science problem solving process: By playing, players help scientists, and thereby interact with real continuous research processes. This mixes the two...... worlds of play and science in new ways. During usability testing we discovered that users of the crowdscience game Quantum Dreams tended to answer questions in game terms, even when directed explicitly to give science explanations. We then examined these competing frames of understanding though a mixed...... correlational and grounded theory analysis. This essay presents the core ideas of crowdscience games as learning opportunities, and reports how a group of players used “game”, “science” and “conceptual” frames to interpret their experience. Our results suggest that oscillating between the frames instead...

Space Science at Los Alamos National Laboratory

Science.gov (United States)

Smith, Karl

2017-09-01

The Space Science and Applications group (ISR-1) in the Intelligence and Space Research (ISR) division at the Los Alamos National Laboratory lead a number of space science missions for civilian and defense-related programs. In support of these missions the group develops sensors capable of detecting nuclear emissions and measuring radiations in space including γ-ray, X-ray, charged-particle, and neutron detection. The group is involved in a number of stages of the lifetime of these sensors including mission concept and design, simulation and modeling, calibration, and data analysis. These missions support monitoring of the atmosphere and near-Earth space environment for nuclear detonations as well as monitoring of the local space environment including space-weather type events. Expertise in this area has been established over a long history of involvement with cutting-edge projects continuing back to the first space based monitoring mission Project Vela. The group's interests cut across a large range of topics including non-proliferation, space situational awareness, nuclear physics, material science, space physics, astrophysics, and planetary physics.

Needs Analysis: Strategic Issue on the Teaching of English for Specific Purposes for the Study of Sciences and Technology

Directory of Open Access Journals (Sweden)

Lubna Algadrie

2003-01-01

Full Text Available With the development of science and technology scholars and professionals now need to acquire a higher form of literacy to be able to participate in groups of similar fields or groups of works. The need for English as one of the International language, an established language, has increased because English has access to world knowledge particularly in the field of science and technology, computer utilization, international trade and commerce. However, the need can vary in terms of the study fields, selection of skills, selection of language functions, and the language learners. Effective strategies can only be applied through a thorough analysis of the learners' needs, which will refer to the whole range of language resources for material selection. Since it is clear that ESP course is directly concerned with the purposes of which the learners need English, ESP course should be learner-centered. In this paper the writer would like to give the results of needs analysis (wants and strategies: Shaw, 1982, Allwright and Allwright, 1997 done among the learners (students and lecturers of engineering studies from various departments of Institut Teknologi Sepuluh Nopember Surabaya (ITS who are learning English at ITS Language Center to fulfill the market demand for job employment of their career and further studies.

Seasonality of food groups and total energy intake: a systematic review and meta-analysis.

Science.gov (United States)

Stelmach-Mardas, M; Kleiser, C; Uzhova, I; Peñalvo, J L; La Torre, G; Palys, W; Lojko, D; Nimptsch, K; Suwalska, A; Linseisen, J; Saulle, R; Colamesta, V; Boeing, H

2016-06-01

The aim of this systematic review and meta-analysis was to assess the effect of season on food intake from selected food groups and on energy intake in adults. The search process was based on selecting publications listed in the following: Medline, Scopus, Web of Science, Embase and Agris. Food frequency questionnaires, 24-h dietary recalls and food records as methods for assessment of dietary intake were used to assess changes in the consumption of 11 food groups and of energy intake across seasons. A meta-analysis was performed. Twenty-six studies were included. Articles were divided into those reporting data on four seasons (winter, spring, summer and autumn) or on two seasons (pre-and post-harvest). Four of the studies could be utilized for meta-analysis describing changes in food consumption across four season scheme: from winter to spring fruits decreased, whereas vegetables, eggs and alcoholic beverages increased; from spring to summer vegetable consumption further increased and cereals decreased; from summer to autumn fruits and cereals increased and vegetables, meat, eggs and alcoholic beverages decreased; from autumn to winter cereals decreased. A significant association was also found between energy intake and season, for 13 studies reporting energy intake across four seasons (favors winter) and for eight studies across pre- and post-harvest seasons (favors post-harvest). The winter or the post-harvest season is associated with increased energy intake. The intake of fruits, vegetables, eggs, meat, cereals and alcoholic beverages is following a seasonal consumption pattern and at least for these foods season is determinant of intake.

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. Venkateswara Rao Anna. Articles written in Journal of Chemical Sciences. Volume 124 Issue 2 March 2012 pp 411-419. and - cyclic -perimeter hydrocarbon platinum group metal complexes of 3-(2-pyridyl)pyrazole derived ligands with a pendant nitrile group: Syntheses ...

Multifunctional Collaborative Modeling and Analysis Methods in Engineering Science

Science.gov (United States)

Ransom, Jonathan B.; Broduer, Steve (Technical Monitor)

2001-01-01

Engineers are challenged to produce better designs in less time and for less cost. Hence, to investigate novel and revolutionary design concepts, accurate, high-fidelity results must be assimilated rapidly into the design, analysis, and simulation process. This assimilation should consider diverse mathematical modeling and multi-discipline interactions necessitated by concepts exploiting advanced materials and structures. Integrated high-fidelity methods with diverse engineering applications provide the enabling technologies to assimilate these high-fidelity, multi-disciplinary results rapidly at an early stage in the design. These integrated methods must be multifunctional, collaborative, and applicable to the general field of engineering science and mechanics. Multifunctional methodologies and analysis procedures are formulated for interfacing diverse subdomain idealizations including multi-fidelity modeling methods and multi-discipline analysis methods. These methods, based on the method of weighted residuals, ensure accurate compatibility of primary and secondary variables across the subdomain interfaces. Methods are developed using diverse mathematical modeling (i.e., finite difference and finite element methods) and multi-fidelity modeling among the subdomains. Several benchmark scalar-field and vector-field problems in engineering science are presented with extensions to multidisciplinary problems. Results for all problems presented are in overall good agreement with the exact analytical solution or the reference numerical solution. Based on the results, the integrated modeling approach using the finite element method for multi-fidelity discretization among the subdomains is identified as most robust. The multiple-method approach is advantageous when interfacing diverse disciplines in which each of the method's strengths are utilized. The multifunctional methodology presented provides an effective mechanism by which domains with diverse idealizations are

Group decision-making techniques for natural resource management applications

Science.gov (United States)

Coughlan, Beth A.K.; Armour, Carl L.

1992-01-01

This report is an introduction to decision analysis and problem-solving techniques for professionals in natural resource management. Although these managers are often called upon to make complex decisions, their training in the natural sciences seldom provides exposure to the decision-making tools developed in management science. Our purpose is to being to fill this gap. We present a general analysis of the pitfalls of group problem solving, and suggestions for improved interactions followed by the specific techniques. Selected techniques are illustrated. The material is easy to understand and apply without previous training or excessive study and is applicable to natural resource management issues.

Groups, graphs and random walks

CERN Document Server

Salvatori, Maura; Sava-Huss, Ecaterina

2017-01-01

An accessible and panoramic account of the theory of random walks on groups and graphs, stressing the strong connections of the theory with other branches of mathematics, including geometric and combinatorial group theory, potential analysis, and theoretical computer science. This volume brings together original surveys and research-expository papers from renowned and leading experts, many of whom spoke at the workshop 'Groups, Graphs and Random Walks' celebrating the sixtieth birthday of Wolfgang Woess in Cortona, Italy. Topics include: growth and amenability of groups; Schrödinger operators and symbolic dynamics; ergodic theorems; Thompson's group F; Poisson boundaries; probability theory on buildings and groups of Lie type; structure trees for edge cuts in networks; and mathematical crystallography. In what is currently a fast-growing area of mathematics, this book provides an up-to-date and valuable reference for both researchers and graduate students, from which future research activities will undoubted...

Taking stock: A meta-analysis of studies on the media's coverage of science.

Science.gov (United States)

Schäfer, Mike S

2012-08-01

The presentation of science in the mass media is one of the most important questions facing social scientists who analyse science. Accordingly, media coverage of science has been a constant focal point in the respective literature, and a flurry of such publications has appeared in the past few years. Yet the activity and growth of the respective research have not been accompanied by systematic overviews. This article aims to provide such an overview by means of a meta-analysis: it analyses existing studies systematically and provides an empirical overview of the literature. The analysis shows that while the research field grew significantly in the past few years and employs a variety of research strategies and methods, it has been biased in three ways: mainly natural sciences (and namely biosciences and medicine), Western countries, and print media have been analysed.

The different audiences of science communication: A segmentation analysis of the Swiss population's perceptions of science and their information and media use patterns.

Science.gov (United States)

Schäfer, Mike S; Füchslin, Tobias; Metag, Julia; Kristiansen, Silje; Rauchfleisch, Adrian

2018-01-01

Few studies have assessed whether populations can be divided into segments with different perceptions of science. We provide such an analysis and assess whether these segments exhibit specific patterns of media and information use. Based on representative survey data from Switzerland, we use latent class analysis to reconstruct four segments: the "Sciencephiles," with strong interest for science, extensive knowledge, and a pronounced belief in its potential, who use a variety of sources intensively; the "Critically Interested," also with strong interest and support for science but with less trust in it, who use similar sources but are more cautious toward them; the "Passive Supporters" with moderate levels of interest, trust, and knowledge and tempered perceptions of science, who use fewer sources; and the "Disengaged," who are not interested in science, do not know much about it, harbor critical views toward it, and encounter it-if at all-mostly through television.

Scalable group level probabilistic sparse factor analysis

DEFF Research Database (Denmark)

Hinrich, Jesper Løve; Nielsen, Søren Føns Vind; Riis, Nicolai Andre Brogaard

2017-01-01

Many data-driven approaches exist to extract neural representations of functional magnetic resonance imaging (fMRI) data, but most of them lack a proper probabilistic formulation. We propose a scalable group level probabilistic sparse factor analysis (psFA) allowing spatially sparse maps, component...... pruning using automatic relevance determination (ARD) and subject specific heteroscedastic spatial noise modeling. For task-based and resting state fMRI, we show that the sparsity constraint gives rise to components similar to those obtained by group independent component analysis. The noise modeling...... shows that noise is reduced in areas typically associated with activation by the experimental design. The psFA model identifies sparse components and the probabilistic setting provides a natural way to handle parameter uncertainties. The variational Bayesian framework easily extends to more complex...

A comparative analysis of South African Life Sciences and Biology ...

African Journals Online (AJOL)

Hennie

curriculum and the new Life Sciences textbooks that are in accord with the National Curriculum Statement. The analysis .... lems and generate new ideas for improvement. (Castells, 2005). ... Accordingly, the following research questions were.

Macro and Micro-Nutrients Intake, Food Groups Consumption and Dietary Habits among Female Students in Isfahan University of Medical Sciences.

Science.gov (United States)

Azadbakht, L; Esmaillzadeh, A

2012-04-01

Improving the dietary intake among different groups and population is important for improving the health status. This study determines the nutrients and food group intake as well as dietary habits among female students in Isfahan University of Medical Sciences. Two hundreds and eighty nine healthy female youths who were randomly selected among students of Isfahan University of Medical Sciences in Isfahan, Iran were enrolled. A validated semi quantitative food frequency questionnaire was used. Folate, iron, calcium and fiber intake were lower than the recommended dietary allowances (RDA) amounts (70, 76, 90, 56% of RDA, respectively). Forty five percent of the population consumed fast foods 2 times a week and 35% used the frying oils for cooking most of the time. Female youths had lower amount of some micronutrients. Consuming frying oils, hydrogenated vegetable oils, and fast food intake should be limited among this group.

Diversity and equity in science education research, policy, and practice

CERN Document Server

Lee, Okhee

2010-01-01

Provides a comprehensive, state-of-the-field analysis of current trends in the research, policy, and practice of science education. It offers valuable insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of narrowing or eliminating these gaps. Lee and Buxton examine instructional practices, science-curriculum materials, assessment, teacher education, school organization, and home-school connections.

History, Philosophy and Science Teaching: Some Answers to ``How?''

Science.gov (United States)

Pessoa de Carvalho, Anna Maria; Infantosi Vannucchi, Andréa

The study of the history and philosophy of science in school science courses is highly recommended. This paper deals with the methodological aspects derived from research in science education and how they have to be taken into account in order to generate effective classroom activities, so that history and philosophy are not relegated to the status of additional rhetoric of conclusions in an extensive curricula. This is illustrated with the analysis of episodes ___ transcribed from videotape records ___ which took place when such activity was introduced into high school physics classes. This analysis has shown that students, when working in cooperative groups over problematic historical episodes, may come to discuss essential features of science. This not only provides a more realistic view of science, but also enhances cognitive and argumentation skills, besides emphasizing the importance of teachers' guidance.

Grupo terapêutico em fonoaudiologia: revisão de literatura Therapeutic Group in Speech Language and Hearing Sciences: literature review

Directory of Open Access Journals (Sweden)

Vanessa Veis Ribeiro

2012-06-01

following aspects: target audience, year of publication and area of Speech Language and Hearing Sciences. CONCLUSION: there are a limited number of publications concerning the topic (28 articles. Most studies were conducted with adult audiences, followed by groups of children, adolescents and elderly, respectively. The index of articles involving family groups was low. Among the areas of Speech, Language has the largest number of publications involving groups, followed by the areas of Speech and Audiology. As for the year of publication, we noted that, in general, there has been a decline in the number of publications on the subject since the year 2007. We may conclude then that the number of publications on the therapeutic group, is restricted, in the area of Speech Language and Hearing Sciences. We believe that in addition to new studies on the group practice, other revision works should assume the analysis of the categories, such as methodological issues, strategies and performance results obtained in the group-related therapeutic processes.

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

Science.gov (United States)

Caukin, Nancy S.

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

A systems theory approach to career development: Exploring factors that affect science as a career choice

Science.gov (United States)

Liskey, Brian K.

This research project was designed to examine the factors that affect students' choice in a career. Specifically, the factors of (a) achievement, (b) interest, (c) self-efficacy, (d) perceived preparation for a career, and (e) being informed about a career will be under investigation. Of key importance to the study is how these factors can affect a student's perception about choosing a science career. A quantitative analysis of secondary data from the 2006 and 2009 Program for International Student Assessment (PISA) international assessment and attitudinal questionnaire provided data on student perceptions and aptitude in science. The sample from PISA included over 400,000 15 year-old students from 57 countries. From the 57 countries, 30 countries, comprised by Organization for Economic and Cooperative Development (OECD), were isolated for analysis. Within this group of 30, 11 were selected for comparison based on their questionnaire response to expectations for a career in science at age 30. The Institute for Educational Science's, International Data Explorer was utilized to acquire and analyze data from the 2006 and 2009 PISA international tests and questionnaires to determine significance between scaled scores and PISA indices. Variables were chosen as factors affecting student's perception on various systems outlined by the Systems Theory of Career Development (Patton & McMahon, 1997) and the Systems Theory of Career Development Framework (Patton & McMahon, 1999). Four country groups were established based on student responses to question 30a from the 2006 PISA attitudinal questionnaire, which asks what career students expected to have at age 30. The results from comparing country groups showed that countries in Group A, which showed the highest values for students expecting a career in science, also had the highest average values for achievement on the PISA science literacy assessment. Likewise, countries that had the lowest values for expecting a career in

Group sparse canonical correlation analysis for genomic data integration.

Science.gov (United States)

Lin, Dongdong; Zhang, Jigang; Li, Jingyao; Calhoun, Vince D; Deng, Hong-Wen; Wang, Yu-Ping

2013-08-12

The emergence of high-throughput genomic datasets from different sources and platforms (e.g., gene expression, single nucleotide polymorphisms (SNP), and copy number variation (CNV)) has greatly enhanced our understandings of the interplay of these genomic factors as well as their influences on the complex diseases. It is challenging to explore the relationship between these different types of genomic data sets. In this paper, we focus on a multivariate statistical method, canonical correlation analysis (CCA) method for this problem. Conventional CCA method does not work effectively if the number of data samples is significantly less than that of biomarkers, which is a typical case for genomic data (e.g., SNPs). Sparse CCA (sCCA) methods were introduced to overcome such difficulty, mostly using penalizations with l-1 norm (CCA-l1) or the combination of l-1and l-2 norm (CCA-elastic net). However, they overlook the structural or group effect within genomic data in the analysis, which often exist and are important (e.g., SNPs spanning a gene interact and work together as a group). We propose a new group sparse CCA method (CCA-sparse group) along with an effective numerical algorithm to study the mutual relationship between two different types of genomic data (i.e., SNP and gene expression). We then extend the model to a more general formulation that can include the existing sCCA models. We apply the model to feature/variable selection from two data sets and compare our group sparse CCA method with existing sCCA methods on both simulation and two real datasets (human gliomas data and NCI60 data). We use a graphical representation of the samples with a pair of canonical variates to demonstrate the discriminating characteristic of the selected features. Pathway analysis is further performed for biological interpretation of those features. The CCA-sparse group method incorporates group effects of features into the correlation analysis while performs individual feature

Nanotechnology in Dutch science cafés: Public risk perceptions contextualised.

Science.gov (United States)

Dijkstra, Anne M; Critchley, Christine R

2016-01-01

Understanding public perceptions of and attitudes to nanotechnology is important in order to understand and facilitate processes of dialogue and public participation. This research quantitatively analysed risk perceptions and attitudes of Dutch science café participants (n = 233) and compared these with members of the Dutch public (n = 378) who had not attended a café but were interested in science and technology as well. A qualitative analysis of the meetings contextualised and enriched the quantitative findings. Both groups shared similar key attitudes and were positive about nanotechnology while the Dutch café participants were even more positive about nanotechnology than the group of non-participants. The perception that nanotechnology would lead to risk applications was only predictive of attitudes for the non-participants. The qualitative analysis showed that café participants and speakers considered discussion of the risks, benefits and related issues important. Further research could investigate how science cafés can play a role in the science-society debate. © The Author(s) 2014.

Investigation of Inquiry-based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

Science.gov (United States)

Weiland, Sunny Minelli

This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science teachers conceptualize "inquiry-based instruction?" 2) What are preferred instructional strategies for implementation in middle level science classrooms? And 3) How do middle level science teachers perceive the connection between science instruction and student learning? The participants within this research study represent 33 percent of teachers in grades 5 through 9 within six school districts in northeastern Pennsylvania. Of the 12 consent forms originally obtained, 10 teachers completed all three phases of the data collection, including the online survey, participation in focus groups, and teacher self-reflection. 60 percent of the participants taught only science, and 40 percent taught all content areas. Of the ten participants, 50 percent were certified teachers of science and 50 percent were certified as teachers of elementary education. 70 percent of the research participants reflected having obtained a master's, with 60 percent of these degrees being received in areas of education, and 10 percent in the area of science. The research participants have a total of 85 collective years of experience as professional educators, with the average years of experience being 8.5 years. Analysis of data revealed three themes related to research question #1) How do middle-level science teachers conceptualize inquiry-based instruction? and sub-question #1) How do middle-level science teachers characterize effective instruction? The themes that capture the essence of teachers' formulation of inquiry-based instruction that emerged in this study were student centered, problem solving, and hands-on . Analysis of data revealed one theme

Science, transformation and society: a contextual analysis of South ...

African Journals Online (AJOL)

Science, transformation and society: a contextual analysis of South Africa's SANCOR-managed marine and coastal research programmes. D Scott. Abstract. The paper aims to describe and analyse three research programmes over the period 1995–2011 managed by the South African Network for Coastal and Oceanic ...

Final report of the specific research. Investigations on the analysis of bio-protective factors against radiation. 1998-2000 FY (Research Group of NIRS)

International Nuclear Information System (INIS)

2002-03-01

This report concerns investigations in the title conducted by 8 groups of National Institute of Radiological Sciences (NIRS) during the period of 1998-2000. The groups are for investigation of: Effects of p53 tumor suppressor gene in radiation-induced leukemia, Role of atm-gene in dose rate effect of ionizing radiation, Function of DNA-dependent protein kinase catalytic subunit (DNA-PK cs ), Functional complementation of radiation-sensitive mutant M10 cell line by human XRCC4 cDNA expression, Role of radiation-induced apoptosis in digital defects in embryonic mice, Functional analysis of S-phase specific novel nuclear protein NP95 by gene targeting, Role of chemokine in T cell development and lymphomagenesis, and establishment of production techniques of gene-modified mice using embryonic stem cells for genetic analysis of radiation-sensitive genes. The groups describe summaries of their studies and published original articles are also given. (N.I.)

Final report of the specific research. Investigations on the analysis of bio-protective factors against radiation. 1998-2000 FY (Research Group of NIRS)

Energy Technology Data Exchange (ETDEWEB)

NONE

2002-03-01

This report concerns investigations in the title conducted by 8 groups of National Institute of Radiological Sciences (NIRS) during the period of 1998-2000. The groups are for investigation of: Effects of p53 tumor suppressor gene in radiation-induced leukemia, Role of atm-gene in dose rate effect of ionizing radiation, Function of DNA-dependent protein kinase catalytic subunit (DNA-PK{sub cs}), Functional complementation of radiation-sensitive mutant M10 cell line by human XRCC4 cDNA expression, Role of radiation-induced apoptosis in digital defects in embryonic mice, Functional analysis of S-phase specific novel nuclear protein NP95 by gene targeting, Role of chemokine in T cell development and lymphomagenesis, and establishment of production techniques of gene-modified mice using embryonic stem cells for genetic analysis of radiation-sensitive genes. The groups describe summaries of their studies and published original articles are also given. (N.I.)

Explainers' development of science-learner identities through participation in a community of practice

Science.gov (United States)

Richardson, Anne E.

The urgent environmental issues of today require science-literate adults to engage in business and political decisions to create solutions. Despite the need, few adults have the knowledge and skills of science literacy. This doctoral dissertation is an analytical case study examining the science-learner identity development of Exploratorium Field Trip Explainers. Located in San Francisco, CA, the Exploratorium is a museum of science, art, and human perception dedicated to nurturing curiosity and exploration. Data collected included semi-structured interviews with sixteen former Field Trip Explainers, participant observation of the current Field Trip Explainer Program, and review of relevant documentation. Data analysis employed constant comparative analysis, guided by the communities of practice theoretical framework (Wenger, 1998) and the National Research Council's (2009) Six Strands of Science Learning. Findings of this research indicate that Exploratorium Field Trip Explainers participate in a community of practice made up of a diverse group of people that values curiosity and openness to multiple ways of learning. Many participants entered the Field Trip Explainer Program with an understanding of science learning as a rigid process reserved for a select group of people; through participation in the Field Trip Explainer community of practice, participants developed an understanding of science learning as accessible and a part of everyday life. The findings of this case study have implications for research, theory, and practice in informal adult science learning, access of non-dominant groups to science learning, and adult workplace learning in communities of practice.

A Mixed Methods Content Analysis of the Research Literature in Science Education

Science.gov (United States)

Schram, Asta B.

2014-01-01

In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18…

Doing gender/teaching science: A feminist poststructural analysis of middle school science teachers' identity negotiations

Science.gov (United States)

Sowell, Scott P.

This research joins the gender equity conversation within science education by providing a feminist poststructural analysis of teachers' doing gender and teaching science. Feminist poststructuralism is used in recognition of the oppressive nature of dualistic modes of thought, which often reduce reality into a limiting either/or fallacy and can be theoretically constraining as research within any particular field becomes more sophisticated. By uprooting the concept of gendered identity from the unproductive grip of essentialism, and conceptualizing it instead as a shifting 'work in progress,' feminist poststructuralism provides an invigorating theoretical framework from which to conduct inquiries. From a this perspective, the identity of a teacher, as any identity, is not a fixed entity, but rather an unfinished project, swarmed upon by a variety of competing discourses. Situated in a rural middle school in the Florida panhandle, this research explores how numerous discourses compete to define what it means to be a female science teacher. More specifically, the aims of this research are to explore: (a) how the participants negotiated successful gendered identities within science and (b) how this taking up of subject positions crystallized into classroom practices which worked to reproduce and/or challenge commonsense notions of the heteropatriarchal gender dualism as well as the enmeshment of masculinity and science. Findings illustrate a wide array of classroom pedagogical practices, ranging from antioppressive emancipatory constructions of both gender and science to more traditional objectivist constructions that validated the patriarchal status quo. Explicating teacher identity as effects of these pedagogical approaches proved insightful in unveiling notions of resistance, frustration, enthusiasm, and agency as the teachers reflected on their practice.

Quantitative Analysis of Science and Chemistry Textbooks for Indicators of Reform: A complementary perspective

Science.gov (United States)

Kahveci, Ajda

2010-07-01

In this study, multiple thematically based and quantitative analysis procedures were utilized to explore the effectiveness of Turkish chemistry and science textbooks in terms of their reflection of reform. The themes gender equity, questioning level, science vocabulary load, and readability level provided the conceptual framework for the analyses. An unobtrusive research method, content analysis, was used by coding the manifest content and counting the frequency of words, photographs, drawings, and questions by cognitive level. The context was an undergraduate chemistry teacher preparation program at a large public university in a metropolitan area in northwestern Turkey. Forty preservice chemistry teachers were guided to analyze 10 middle school science and 10 high school chemistry textbooks. Overall, the textbooks included unfair gender representations, a considerably higher number of input and processing than output level questions, and high load of science terminology. The textbooks failed to provide sufficient empirical evidence to be considered as gender equitable and inquiry-based. The quantitative approach employed for evaluation contrasts with a more interpretive approach, and has the potential in depicting textbook profiles in a more reliable way, complementing the commonly employed qualitative procedures. Implications suggest that further work in this line is needed on calibrating the analysis procedures with science textbooks used in different international settings. The procedures could be modified and improved to meet specific evaluation needs. In the Turkish context, next step research may concern the analysis of science textbooks being rewritten for the reform-based curricula to make cross-comparisons and evaluate a possible progression.

Science access, career choices, achievement, and motivation: Perceptions of female science olympians

Science.gov (United States)

Price, Kelly Rae

Women remain under-represented in science career fields and this is especially evident in the physical sciences. Female students maintain equal science interest and achievement to male students in elementary school but by middle and high school they fall behind their male peers. Reasons cited for girls' declining interest in science include battling traditional gender stereotypes, lack of encouragement, and lack of female role models. Four main science concerns related to girls/women as indicated by research literature were science access, career choices, achievement, and motivation. In Georgia, some girls have made a break from the research trends by demonstrating their fervor for science through participation in the academic activity, Science Olympiad. The purpose of this study was to examine the science perceptions of girls who demonstrated science success by their participation in Science Olympiad. Utilizing phenomenological and feminist perspectives, the qualitative research method of focus group interviewing was used to address the research questions comprising the four science concerns of female science access, career choices, achievement, and motivation. The study participants were all girls/women who participated in Science Olympiad. A total of five focus groups were studied. One of the focus groups had current college undergraduates, former Science Olympians, in it while the others were composed of high school girls. Through the description of their science experiences, the participants shared their perceptions of the four science concerns. When addressing these science concerns, the participants revealed four factors that had most affected their science perceptions: the importance of support, science needs Serious Fun, teachers matter, and the bonuses of extracurricular involvement. In their experiences, the participants found success in science because they had teachers, parents, and peers who supported their academic interests, including science, and

KNIME for reproducible cross-domain analysis of life science data.

Science.gov (United States)

Fillbrunn, Alexander; Dietz, Christian; Pfeuffer, Julianus; Rahn, René; Landrum, Gregory A; Berthold, Michael R

2017-11-10

Experiments in the life sciences often involve tools from a variety of domains such as mass spectrometry, next generation sequencing, or image processing. Passing the data between those tools often involves complex scripts for controlling data flow, data transformation, and statistical analysis. Such scripts are not only prone to be platform dependent, they also tend to grow as the experiment progresses and are seldomly well documented, a fact that hinders the reproducibility of the experiment. Workflow systems such as KNIME Analytics Platform aim to solve these problems by providing a platform for connecting tools graphically and guaranteeing the same results on different operating systems. As an open source software, KNIME allows scientists and programmers to provide their own extensions to the scientific community. In this review paper we present selected extensions from the life sciences that simplify data exploration, analysis, and visualization and are interoperable due to KNIME's unified data model. Additionally, we name other workflow systems that are commonly used in the life sciences and highlight their similarities and differences to KNIME. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

White Paper on the Status and Future of Ground-based Gamma-Ray Astronomy - Extragalactic Science Working Group

Science.gov (United States)

Krawczynski, H.; Coppi, P.; Dermer, C.; Dwek, E.; Georganopoulos, M.; Horan, D.; Jones, T.; Krennrich, F.; Mukherjee, R.; Perlman, E.; Vassiliev, V.

2007-04-01

In fall 2006, the Division of Astrophysics of the American Physical Society requested a white paper about the status and future of ground based gamma-ray astronomy. The white paper will largely be written in the year 2007. Interested scientists are invited to join the science working groups. In this contribution, we will report on some preliminary results of the extragalactic science working group. We will discuss the potential of future ground based gamma-ray experiments to elucidate how supermassive black holes accrete matter, form jets, and accelerate particles, and to study in detail the acceleration and propagation of cosmic rays in extragalactic systems like infrared galaxies and galaxy clusters. Furthermore, we discuss avenues to constrain the spectrum of the extragalactic infrared to optical background radiation, and to measure the extragalactic magnetic fields based on gamma-ray observations. Eventually, we discuss the potential of ground based experiments for conducting gamma-ray source surveys. More information about the white paper can be found at: http://cherenkov.physics.iastate.edu/wp/

The Effect of Physical Activity on Science Competence and Attitude towards Science Content

Science.gov (United States)

Klinkenborg, Ann Maria

This study examines the effect of physical activity on science instruction. To combat the implications of physical inactivity, schools need to be willing to consider all possible opportunities for students to engage in moderate-to-vigorous physical activity (MVPA). Integrating physical activity with traditional classroom content is one instructional method to consider. Researchers have typically focused on integration with English/language arts (ELA) and mathematics. The purpose of this study was to determine the effect of physical activity on science competence and attitude towards science. Fifty-three third grade children participated in this investigation; one group received science instruction with a physical activity intervention while the other group received traditional science instruction. Participants in both groups completed a modified version of What I Really Think of Science attitude scale (Pell & Jarvis, 2001) and a physical science test of competence prior to and following the intervention. Children were videotaped during science instruction and their movement coded to measure the proportion of time spent in MVPA. Results revealed that children in the intervention group demonstrated greater MVPA during the instructional period. A moderate to large effect size (partial eta squared = .091) was seen in the intervention group science competence post-test indicating greater understanding of force, motion, work, and simple machines concepts than that of the control group who were less physically active. There was no statistically significant attitude difference between the intervention and control groups post-test, (F(1,51) = .375, p = .543). These results provide evidence that integration can effectively present physical science content and have a positive impact on the number of minutes of health-enhancing physical activity in a school day.

Gaze distribution analysis and saliency prediction across age groups.

Science.gov (United States)

Krishna, Onkar; Helo, Andrea; Rämä, Pia; Aizawa, Kiyoharu

2018-01-01

Knowledge of the human visual system helps to develop better computational models of visual attention. State-of-the-art models have been developed to mimic the visual attention system of young adults that, however, largely ignore the variations that occur with age. In this paper, we investigated how visual scene processing changes with age and we propose an age-adapted framework that helps to develop a computational model that can predict saliency across different age groups. Our analysis uncovers how the explorativeness of an observer varies with age, how well saliency maps of an age group agree with fixation points of observers from the same or different age groups, and how age influences the center bias tendency. We analyzed the eye movement behavior of 82 observers belonging to four age groups while they explored visual scenes. Explorative- ness was quantified in terms of the entropy of a saliency map, and area under the curve (AUC) metrics was used to quantify the agreement analysis and the center bias tendency. Analysis results were used to develop age adapted saliency models. Our results suggest that the proposed age-adapted saliency model outperforms existing saliency models in predicting the regions of interest across age groups.

The effect of science learning integrated with local potential to improve science process skills

Science.gov (United States)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

How Select Groups of Preservice Science Teachers with Inquiry Orientations View Teaching and Learning Science through Inquiry

Science.gov (United States)

Ward, Peggy

Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers' thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects' beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers' education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers' conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects' definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple

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

Science.gov (United States)

Hsieh, Wen-Min; Tsai, Chin-Chung

2017-01-01

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

Preditive Models And Health Sciences: A Brief Analysis

Directory of Open Access Journals (Sweden)

Jair Sales Paulino, Msc

2017-07-01

Full Text Available Background: Predictive Models are an important tool in event predicting and health planning. Despite this, there are few works focusing this area. Thus, the analysis of the real benefits of these models in Health Sciences is necessary to be performed. Results: Predictive techniques largely evolved in second half of XX century. The development of AR, MA, ARMA, ARIMA and SARIMA models, through Box-Jenkins methodology, constitute a robust conjunct of mechanisms able to help in solution of epidemiological modeling problems, mainly in Health Sciences, once it allows to evaluate individual characteristics of living beings and its correlation with pathologies in the same space-time. Nevertheless, AR, MA and ARMA does not have tendency in seasonality, which weakens the analysis. Conclusions: To predict the natural history of endemic/epidemic and its health-disease processes in a determined population is a sine que non condition to its adequate management in Public Health context and in adoption of affirmative measures concerning health promotion. Thus, the predictive models, with emphasis in ARIMA, SARIMA, Artificial Neural Networks and Formalism of Copulas are alternatives that can be feasible.

The platinum group elements and gold: analysis by radiochemical and instrumental neutron activation analysis and relevance to geological exploration and related problems

Energy Technology Data Exchange (ETDEWEB)

Reeves, S; Plimer, I R [Melbourne Univ., Parkville, VIC (Australia). School of Physics

1997-12-31

This paper presents an overview of research conducted with the support of the Australian Institute of Nuclear Science and Engineering, at the University of Melbourne, School of Earth Sciences, Radiochemical Neutron Activation Laboratory. The primary objective of this research is to realize the high potential of the platinum group elements (PGE) and gold to the solution of petrogenetic problems, the study of magma generation and magmatic processes in mafic/ultramafic rock suites, as tracers in hydrothermal ore formation. The PGEs (Os, Ru, Ir, Pt, Pd and Rh) are among the least abundant of all elements on earth with unique properties such as high melting points, high electrical and thermal conductivity, high density, strength and toughness as alloys. They exhibit both siderophile and chalcophile characteristics and are valuable tools in providing information about magmatic processes, in particular S-saturation, as well as crystal fractionation trends. Two distinct groups of PGEs are discerned; the IPGEs (Ru, Os, Ir) and the PPGEs (Pt, Pd, Rh, Au) on the basis of their behaviour during fractionation processes. Using chondrite normalized PGE patterns it is possible to distinguish between sulphides that segregated from primitive magmas, such as komatiites, and sulphides which segregated from more fractionated magmas, such as tholeiites. It is critical to the understanding of these processes to be able to analyse key elements, such as the PGE and gold, in the parts per billion to parts per trillion range. Platinum group elements and Au were determined by radiochemical neutron activation analysis using a modified NiS fire-assay preconcentration technique, adapted from procedures first used by Robert, R.V. D. and van Wyk, E. (1975) . Detection limits are generally 0.005-0.01 ppb (Au and Ir), 0.1-0.2 ppb (Pd and Pt), and 0.1-0.5 ppb for Ru. 9 refs.

The platinum group elements and gold: analysis by radiochemical and instrumental neutron activation analysis and relevance to geological exploration and related problems

Energy Technology Data Exchange (ETDEWEB)

Reeves, S.; Plimer, I. R. [Melbourne Univ., Parkville, VIC (Australia). School of Physics

1996-12-31

This paper presents an overview of research conducted with the support of the Australian Institute of Nuclear Science and Engineering, at the University of Melbourne, School of Earth Sciences, Radiochemical Neutron Activation Laboratory. The primary objective of this research is to realize the high potential of the platinum group elements (PGE) and gold to the solution of petrogenetic problems, the study of magma generation and magmatic processes in mafic/ultramafic rock suites, as tracers in hydrothermal ore formation. The PGEs (Os, Ru, Ir, Pt, Pd and Rh) are among the least abundant of all elements on earth with unique properties such as high melting points, high electrical and thermal conductivity, high density, strength and toughness as alloys. They exhibit both siderophile and chalcophile characteristics and are valuable tools in providing information about magmatic processes, in particular S-saturation, as well as crystal fractionation trends. Two distinct groups of PGEs are discerned; the IPGEs (Ru, Os, Ir) and the PPGEs (Pt, Pd, Rh, Au) on the basis of their behaviour during fractionation processes. Using chondrite normalized PGE patterns it is possible to distinguish between sulphides that segregated from primitive magmas, such as komatiites, and sulphides which segregated from more fractionated magmas, such as tholeiites. It is critical to the understanding of these processes to be able to analyse key elements, such as the PGE and gold, in the parts per billion to parts per trillion range. Platinum group elements and Au were determined by radiochemical neutron activation analysis using a modified NiS fire-assay preconcentration technique, adapted from procedures first used by Robert, R.V. D. and van Wyk, E. (1975) . Detection limits are generally 0.005-0.01 ppb (Au and Ir), 0.1-0.2 ppb (Pd and Pt), and 0.1-0.5 ppb for Ru. 9 refs.

The platinum group elements and gold: analysis by radiochemical and instrumental neutron activation analysis and relevance to geological exploration and related problems

International Nuclear Information System (INIS)

Reeves, S.; Plimer, I. R.

1996-01-01

This paper presents an overview of research conducted with the support of the Australian Institute of Nuclear Science and Engineering, at the University of Melbourne, School of Earth Sciences, Radiochemical Neutron Activation Laboratory. The primary objective of this research is to realize the high potential of the platinum group elements (PGE) and gold to the solution of petrogenetic problems, the study of magma generation and magmatic processes in mafic/ultramafic rock suites, as tracers in hydrothermal ore formation. The PGEs (Os, Ru, Ir, Pt, Pd and Rh) are among the least abundant of all elements on earth with unique properties such as high melting points, high electrical and thermal conductivity, high density, strength and toughness as alloys. They exhibit both siderophile and chalcophile characteristics and are valuable tools in providing information about magmatic processes, in particular S-saturation, as well as crystal fractionation trends. Two distinct groups of PGEs are discerned; the IPGEs (Ru, Os, Ir) and the PPGEs (Pt, Pd, Rh, Au) on the basis of their behaviour during fractionation processes. Using chondrite normalized PGE patterns it is possible to distinguish between sulphides that segregated from primitive magmas, such as komatiites, and sulphides which segregated from more fractionated magmas, such as tholeiites. It is critical to the understanding of these processes to be able to analyse key elements, such as the PGE and gold, in the parts per billion to parts per trillion range. Platinum group elements and Au were determined by radiochemical neutron activation analysis using a modified NiS fire-assay preconcentration technique, adapted from procedures first used by Robert, R.V. D. and van Wyk, E. (1975) . Detection limits are generally 0.005-0.01 ppb (Au and Ir), 0.1-0.2 ppb (Pd and Pt), and 0.1-0.5 ppb for Ru. 9 refs

Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

Science.gov (United States)

Dillon, Deborah R.; O'Brien, David G.; Moje, Elizabeth B.; Stewart, Roger A.

The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.Received: 1 April 1993; Revised: 30 August 1993;

Statistical analysis and interpolation of compositional data in materials science.

Science.gov (United States)

Pesenson, Misha Z; Suram, Santosh K; Gregoire, John M

2015-02-09

Compositional data are ubiquitous in chemistry and materials science: analysis of elements in multicomponent systems, combinatorial problems, etc., lead to data that are non-negative and sum to a constant (for example, atomic concentrations). The constant sum constraint restricts the sampling space to a simplex instead of the usual Euclidean space. Since statistical measures such as mean and standard deviation are defined for the Euclidean space, traditional correlation studies, multivariate analysis, and hypothesis testing may lead to erroneous dependencies and incorrect inferences when applied to compositional data. Furthermore, composition measurements that are used for data analytics may not include all of the elements contained in the material; that is, the measurements may be subcompositions of a higher-dimensional parent composition. Physically meaningful statistical analysis must yield results that are invariant under the number of composition elements, requiring the application of specialized statistical tools. We present specifics and subtleties of compositional data processing through discussion of illustrative examples. We introduce basic concepts, terminology, and methods required for the analysis of compositional data and utilize them for the spatial interpolation of composition in a sputtered thin film. The results demonstrate the importance of this mathematical framework for compositional data analysis (CDA) in the fields of materials science and chemistry.

Comparing the Math Anxiety of Secondary School Female Students in Groups (Science and Mathematical Physics) Public Schools

Science.gov (United States)

Vakili, Khatoon; Pourrazavy, Zinat alsadat

2017-01-01

The aim of this study is comparing math anxiety of secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari. The purpose of the research is applied research, it is a development branch, and in terms of the nature and method, it is a causal-comparative research. The statistical…

The Relative Efficiencies of Research Universities of Science and Technology in China: Based on the Data Envelopment Analysis and Stochastic Frontier Analysis

Science.gov (United States)

Chuanyi, Wang; Xiaohong, Lv; Shikui, Zhao

2016-01-01

This paper applies data envelopment analysis (DEA) and stochastic frontier analysis (SFA) to explore the relative efficiency of China's research universities of science and technology. According to the finding, when talent training is the only output, the efficiency of research universities of science and technology is far lower than that of…

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

Science.gov (United States)

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

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

[Various methods of dynamic functional analysis in human sciences and economics].

Science.gov (United States)

Schiltz, J

2006-01-01

Including the temporal and developmental dimension into the measurement of human conduct is a fundamental concern for those who do research in natural surroundings. Observing an individual day after day may possibly give a more complete vision of how behavior works than measuring a group of individuals at a single time and analyzing the differences found among them. Unfortunately most of the tools allowing analyzing individual time series call for large numbers of repeated observations. Thus, practicable longitudinal research designs often do not involve either enough repeated measurements for traditional time series analyses nor either replicate enough individuals for traditional, large-sample analyses. Dynamic factor analysis is a rationale and procedure for both pooling relatively short time series information across limited numbers of participants and analyzing the pooled information for its dynamic, process-relevant elements. It is a merging of two important analytical tools - multivariate time series and the common factor model, from which it distinguishes itself mainly by the fact that in dynamic factor analysis, the values of the common factors can influence the values of the observed variables both concurrently and in delayed fashion. Dynamic factor analysis is actually a method which allows detecting structures in the time series as well as the relations between the series and the explanatory variables. We illustrate the different models used in psychology and social sciences, as well as in econometry and economics.

Crisis Group Fellowship Program | CRDI - Centre de recherches ...

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

In much of the Middle East and North Africa (MENA) and West Africa, there is a dearth of research, training and employment opportunities in the social sciences, particularly in the area of research and policy analysis on local conflicts. The Crisis Group has long considered establishing a fellowship program in order to train a ...

Data and Science: GES DISC Users' Data Usage and Science Exploration

Science.gov (United States)

Shie, C. L.; Greene, M.; Acker, J. G.; Lei, G. D.; Al-Jazrawi, A. F.; Meyer, D. J.

2017-12-01

Motivation: Recall the arguably most renowned anecdote in the history of science: the young Isaac Newton was hit on his head by a falling apple (the data!) when he sat in his garden, which inspired Newton's brilliant insight and his eventually understanding and demonstrating of gravitational force (the science!). This well-known "coupling" of "data" and "science" can be considered as the trigger for this study (as well as its title). The NASA Goddard Earth Sciences Data and Information Service Center (GES DISC) has provided massive amounts of Earth science data, information, and services to diverse research communities and the general public for decades. How much those data products from different missions or projects have been used by diverse user communities, as well as how they have been used by our various user categories (such as research scientists, applications scientists, general public, and students) for different science research or/and applications are the primary focus of this study. We have performed an integrated analysis on "data usage" vs. "science research/application" by investigating three different, yet related, groups of records, i.e., user Help Tickets (the questions and feedback from the users), user publications (info acquired especially via users' acknowledgments of using Giovanni, our powerful in-house visualization tool, in their papers), and user metrics (the collected information of data and service usage by the users) in recent years (2013-2017). For example, precipitation, hydrology, and atmospheric chemistry have been found as frequently applied science variables or/and science areas that have been exploited or/and explored by the users based on the user tickets we have analyzed so far. With regard to Giovanni, a significant minority of the users are applications users (air quality, water quality, agriculture, natural disasters, etc.) in contrast to the majority of basic research users. More users employ Giovanni as an adjunct data

Linear mixed-effects modeling approach to FMRI group analysis.

Science.gov (United States)

Chen, Gang; Saad, Ziad S; Britton, Jennifer C; Pine, Daniel S; Cox, Robert W

2013-06-01

Conventional group analysis is usually performed with Student-type t-test, regression, or standard AN(C)OVA in which the variance-covariance matrix is presumed to have a simple structure. Some correction approaches are adopted when assumptions about the covariance structure is violated. However, as experiments are designed with different degrees of sophistication, these traditional methods can become cumbersome, or even be unable to handle the situation at hand. For example, most current FMRI software packages have difficulty analyzing the following scenarios at group level: (1) taking within-subject variability into account when there are effect estimates from multiple runs or sessions; (2) continuous explanatory variables (covariates) modeling in the presence of a within-subject (repeated measures) factor, multiple subject-grouping (between-subjects) factors, or the mixture of both; (3) subject-specific adjustments in covariate modeling; (4) group analysis with estimation of hemodynamic response (HDR) function by multiple basis functions; (5) various cases of missing data in longitudinal studies; and (6) group studies involving family members or twins. Here we present a linear mixed-effects modeling (LME) methodology that extends the conventional group analysis approach to analyze many complicated cases, including the six prototypes delineated above, whose analyses would be otherwise either difficult or unfeasible under traditional frameworks such as AN(C)OVA and general linear model (GLM). In addition, the strength of the LME framework lies in its flexibility to model and estimate the variance-covariance structures for both random effects and residuals. The intraclass correlation (ICC) values can be easily obtained with an LME model with crossed random effects, even at the presence of confounding fixed effects. The simulations of one prototypical scenario indicate that the LME modeling keeps a balance between the control for false positives and the sensitivity

An inquiry approach to science and language teaching

Science.gov (United States)

Rodriguez, Imelda; Bethel, Lowell J.

The purpose of this study was to determine the effectiveness of an inquiry approach to science and language teaching to further develop classification and oral communication skills of bilingual Mexican American third graders. A random sample consisting of 64 subjects was selected for experimental and control groups from a population of 120 bilingual Mexican American third graders. The Solomon Four-Group experimental design was employed. Pre- and posttesting was performed by use of the Goldstein-Sheerer Object Sorting Test, (GSOST) and the Test of Oral Communication Skills, (TOCS). The experimental group participated in a sequential series of science lessons which required manipulation of objects, exploration, peer interaction, and teacher-pupil interaction. The children made observations and comparisons of familiar objects and then grouped them on the basis of perceived and inferred attributes. Children worked individually and in small groups. Analysis of variance procedures was used on the posttest scores to determine if there was a significant improvement in classification and oral communication skills in the experimental group. The results on the posttest scores indicated a significant improvement at the 0.01 level for the experimental group in both classification and oral communication skills. It was concluded that participation in the science inquiry lessons facilitated the development of classification and oral communication skills of bilingual children.

Earth Science Data Analysis in the Era of Big Data

Science.gov (United States)

Kuo, K.-S.; Clune, T. L.; Ramachandran, R.

2014-01-01

Anyone with even a cursory interest in information technology cannot help but recognize that "Big Data" is one of the most fashionable catchphrases of late. From accurate voice and facial recognition, language translation, and airfare prediction and comparison, to monitoring the real-time spread of flu, Big Data techniques have been applied to many seemingly intractable problems with spectacular successes. They appear to be a rewarding way to approach many currently unsolved problems. Few fields of research can claim a longer history with problems involving voluminous data than Earth science. The problems we are facing today with our Earth's future are more complex and carry potentially graver consequences than the examples given above. How has our climate changed? Beside natural variations, what is causing these changes? What are the processes involved and through what mechanisms are these connected? How will they impact life as we know it? In attempts to answer these questions, we have resorted to observations and numerical simulations with ever-finer resolutions, which continue to feed the "data deluge." Plausibly, many Earth scientists are wondering: How will Big Data technologies benefit Earth science research? As an example from the global water cycle, one subdomain among many in Earth science, how would these technologies accelerate the analysis of decades of global precipitation to ascertain the changes in its characteristics, to validate these changes in predictive climate models, and to infer the implications of these changes to ecosystems, economies, and public health? Earth science researchers need a viable way to harness the power of Big Data technologies to analyze large volumes and varieties of data with velocity and veracity. Beyond providing speedy data analysis capabilities, Big Data technologies can also play a crucial, albeit indirect, role in boosting scientific productivity by facilitating effective collaboration within an analysis environment

The Third Man: comparative analysis of a science autobiography and a cinema classic as windows into post-war life sciences research.

Science.gov (United States)

Zwart, Hub

2015-12-01

In 2003, biophysicist and Nobel Laureate Maurice Wilkins published his autobiography entitled The Third Man. In the preface, he diffidently points out that the title (which presents him as the 'third' man credited with the co-discovery of the structure of DNA, besides Watson and Crick) was chosen by his publisher, as a reference to the famous 1949 movie no doubt, featuring Orson Welles in his classical role as penicillin racketeer Harry Lime. In this paper I intend to show that there is much more to this title than merely its familiar ring. If subjected to a (psychoanalytically inspired) comparative analysis, multiple correspondences between movie and memoirs can be brought to the fore. Taken together, these documents shed an intriguing light on the vicissitudes of budding life sciences research during the post-war era. I will focus my comparative analysis on issues still relevant today, such as dual use, the handling of sensitive scientific information (in a moral setting defined by the tension between collaboration and competition) and, finally, on the interwovenness of science and warfare (i.e. the 'militarisation' of research and the relationship between beauty and destruction). Thus, I will explain how science autobiographies on the one hand and genres of the imagination (such as novels and movies) on the other may deepen our comprehension of tensions and dilemmas of life sciences research then and now. For that reason, science autobiographies can provide valuable input (case material) for teaching philosophy and history of science to science students.

Gravity Probe B data analysis: II. Science data and their handling prior to the final analysis

International Nuclear Information System (INIS)

Silbergleit, A S; Conklin, J W; Heifetz, M I; Holmes, T; Li, J; Mandel, I; Solomonik, V G; Stahl, K; P W Worden Jr; Everitt, C W F; Adams, M; Berberian, J E; Bencze, W; Clarke, B; Al-Jadaan, A; Keiser, G M; Kozaczuk, J A; Al-Meshari, M; Muhlfelder, B; Salomon, M

2015-01-01

The results of the Gravity Probe B relativity science mission published in Everitt et al (2011 Phys. Rev. Lett. 106 221101) required a rather sophisticated analysis of experimental data due to several unexpected complications discovered on-orbit. We give a detailed description of the Gravity Probe B data reduction. In the first paper (Silbergleit et al Class. Quantum Grav. 22 224018) we derived the measurement models, i.e., mathematical expressions for all the signals to analyze. In the third paper (Conklin et al Class. Quantum Grav. 22 224020) we explain the estimation algorithms and their program implementation, and discuss the experiment results obtained through data reduction. This paper deals with the science data preparation for the main analysis yielding the relativistic drift estimates. (paper)

Reflecting on Scientists' Activity Based on Science Fiction Stories Written by Secondary Students

Science.gov (United States)

Reis, Pedro; Galvao, Cecilia

2007-01-01

In this article the authors resort to a qualitative analysis of the plot of science fiction stories about a group of scientists, written by two 11th-grade Earth and Life Science students (aged 17), and to semi-structured interviews, with the double purpose of diagnosing their conceptions of the nature of science (namely, as regards scientists'…

Science Shops - a concept for community based learning

DEFF Research Database (Denmark)

Jørgensen, Michael Søgaard; Hende, Merete

2001-01-01

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

An analysis of Science Olympiad participants' perceptions regarding their experience with the science and engineering academic competition

Science.gov (United States)

Wirt, Jennifer L.

Science education and literacy, along with a focus on the other STEM fields, have been a center of attention on the global scale for decades. The 1950's race to space is often considered the starting point. Through the years, the attention has spread to highlight the United States' scientific literacy rankings on international testing. The ever-expanding global economy and global workplace make the need for literacy in the STEM fields a necessity. Science and academic competitions are worthy of study to determine the overall and specific positive and negative aspects of their incorporation in students' educational experiences. Science Olympiad is a national science and engineering competition that engages thousands of students each year. The purpose of this study was to analyze the perceptions of Science Olympiad participants, in terms of science learning and interest, 21st century skills and abilities, perceived influence on careers, and the overall benefits of being involved in Science Olympiad. The study sought to determine if there were any differences of perception when gender was viewed as a factor. Data was acquired through the Science Olympiad survey database. It consisted of 635 usable surveys, split evenly between males and females. This study employed a mixed methods analysis. The qualitative data allowed the individual perceptions of the respondents to be highlighted and acknowledged, while the quantitative data allowed generalizations to be identified. The qualitative and quantitative data clearly showed that Science Olympiad had an impact on the career choices of participants. The qualitative data showed that participants gained an increased level of learning and interest in science and STEM areas, 21st century skills, and overall positive benefits as a result of being involved. The qualitative data was almost exclusively positive. The quantitative data however, did not capture the significance of each researched category that the qualitative

Interactions of selected policy-stakeholder groups implementing middle school science standards-based systemic reform

Science.gov (United States)

Boydston, Theodore Lewis, III

1999-12-01

This research is an interpretive inquiry into the views and interactions of stakeholders in a district office of a large school system responsible for implementing science systemic reform. Three major sources of data were used in this research: surveys, stakeholder interviews, and autobiographical reflection on experiences as part of the reform initiative. This is an emergent research that is evident in the shift in the focus of research questions and their supporting assumptions during the research. The literature review describes standards-based reform, arguments about reform, and the major dimensions of reform research. The results of the survey of stakeholders revealed that the views among the stakeholder groups followed the system hierarchy and could be separated into two large groups; staff responsible for implementing the reform initiative and the other stakeholder groups. Each of these groups was composed of identifiable subgroups. The interviews with stakeholders revealed how their different attitudes, values, and beliefs frame the context of stakeholder interactions. An over reliance on an authoritarian view of decision-making leaves many stakeholders feeling disempowered and critical of others. This atmosphere promotes blaming, which inhibits collegial interaction. Work experiences in the district office revealed how stakeholders' unaddressed assumptions, attitudes, and beliefs promote fragmentation and competition rather than cooperation. Hidden assumptions about management by control and mandate, competition, and teaching and learning appear to restrain the interactions of stakeholders. Support of the National Science Education Standards was identified as a unifying view among the stakeholders, yet the professional development program focused on content and pedagogical knowledge without addressing stakeholder concerns and beliefs about the intended constructivist framework of the program. Stakeholders' attitudes about the issue of equity demonstrated

Gynecologic Oncology Group quality assurance audits: analysis and initiatives for improvement.

Science.gov (United States)

Blessing, John A; Bialy, Sally A; Whitney, Charles W; Stonebraker, Bette L; Stehman, Frederick B

2010-08-01

The Gynecologic Oncology Group (GOG) is a multi-institution, multi-discipline Cooperative Group funded by the National Cancer Institute (NCI) to conduct clinical trials which investigate the treatment, prevention, control, quality of survivorship, and translational science of gynecologic malignancies. In 1982, the NCI initiated a program of on-site quality assurance audits of participating institutions. Each is required to be audited at least once every 3 years. In GOG, the audit mandate is the responsibility of the GOG Quality Assurance Audit Committee and it is centralized in the Statistical and Data Center (SDC). Each component (Regulatory, Investigational Drug Pharmacy, Patient Case Review) is classified as Acceptable, Acceptable, follow-up required, or Unacceptable. To determine frequently occurring deviations and develop focused innovative solutions to address them. A database was created to examine the deviations noted at the most recent audit conducted at 57 GOG parent institutions during 2004-2007. Cumulatively, this involved 687 patients and 306 protocols. The results documented commendable performance: Regulatory (39 Acceptable, 17 Acceptable, follow-up, 1 Unacceptable); Pharmacy (41 Acceptable, 3 Acceptable, follow-up, 1 Unacceptable, 12 N/A): Patient Case Review (31 Acceptable, 22 Acceptable, follow-up, 4 Unacceptable). The nature of major and lesser deviations was analyzed to create and enhance initiatives for improvement of the quality of clinical research. As a result, Group-wide proactive initiatives were undertaken, audit training sessions have emphasized recurring issues, and GOG Data Management Subcommittee agendas have provided targeted instruction and training. The analysis was based upon parent institutions only; affiliate institutions and Community Clinical Oncology Program participants were not included, although it is assumed their areas of difficulty are similar. The coordination of the GOG Quality Assurance Audit program in the SDC has

Mapping science communication scholarship in China: Content analysis on breadth, depth and agenda of published research.

Science.gov (United States)

Xu, Linjia; Huang, Biaowen; Wu, Guosheng

2015-11-01

This study attempted to illuminate the cause and relation between government, scholars, disciplines, and societal aspects, presenting data from a content analysis of published research with the key word "science communication" (Symbol: see text) in the title or in the key words, including academic papers published in journals and dissertations from the China National Knowledge Infrastructure database. Of these, 572 articles were coded using categories that identified science topics, theory, authorship, and methods used in each study to examine the breadth and depth that Science Communication has achieved since its inception in China. This study explored the dominance of History and Philosophy of Science scholars rather than Communication scholars. We also explored how science communication research began from theories and concepts instead of science report analysis and the difficulties of the shift from public understanding of science to public engagement in China. © The Author(s) 2015.

What can Citizen Science do for Ocean Science and Ocean Scientists?

Science.gov (United States)

Best, M.; Hoeberechts, M.; Mangin, A.; Oggioni, A.; Orcutt, J. A.; Parrish, J.; Pearlman, J.; Piera, J.; Tagliolato, P.

2016-12-01

The ocean represents over 70% of our planet's surface area, over 90% of the living space. Humans are not marine creatures, we therefore have fundamentally not built up knowledge of the ocean in the same way we have on land. The more we learn about the ocean, the more we understand it is the regulatory engine of our planet…How do we catch up? Answers to this question will need to come from many quarters; A powerful and strategic option to complement existing observation programs and infrastructure is Citizen Science. There has been significant and relevant discussion of the importance of Citizen Science to citizens and stakeholders. The missing effective question is sometimes what is the potential of citizen science for scientists? The answers for both scientists and society are: spatial coverage, remote locations, temporal coverage, event response, early detection of harmful processes, sufficient data volume for statistical analysis and identification of outliers, integrating local knowledge, data access in exchange for analysis (e.g. with industry) and cost-effective monitoring systems. Citizens can be involved in: instrument manufacture and maintenance, instrument deployment/sample collection, data collection and transmission, data analysis, data validation/verification, and proposals of new topics of research. Such opportunities are balanced by concern on the part of scientists about the quality, the consistency and the reliability of citizen observations and analyses. Experience working with citizen science groups continues to suggest that with proper training and mentoring, these issues can be addressed, understanding both benefits and limitations. How to do it- implementation and maintenance of citizen science: How to recruit, engage, train, and maintain Citizen Scientists. Data systems for acquisition, assessment, access, analysis, and visualisation of distributed data sources. Tools/methods for acquiring observations: Simple instruments, Smartphone Apps

Friends and Family: A Literature Review on How High School Social Groups Influence Advanced Math and Science Coursetaking

Science.gov (United States)

Gottfried, Michael; Owens, Ann; Williams, Darryl; Kim, Hui Yon; Musto, Michela

2017-01-01

In this study, we synthesized the literature on how informal contexts, namely friends and family social groups, shape high school students' likelihood of pursuing advanced math and science coursework. Extending scholarly understandings of STEM education, we turned to the body of literature with three guiding questions: (1) What influence do…

A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

Science.gov (United States)

Phillips, Marianne C.

Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha imbalance is providing students with a rudimentary and fragmented view of how science works, despite the fact that science impacts every aspect of life (McComas, 1998). Given the impact of textbooks on learning, it is recommended that teachers be informed of these shortcomings to enable them to supplement content where it is lacking.

Brain Based Learning in Science Education in Turkey: Descriptive Content and Meta Analysis of Dissertations

Science.gov (United States)

Yasar, M. Diyaddin

2017-01-01

This study aimed at performing content analysis and meta-analysis on dissertations related to brain-based learning in science education to find out the general trend and tendency of brain-based learning in science education and find out the effect of such studies on achievement and attitude of learners with the ultimate aim of raising awareness…

Problem Solving in the Natural Sciences and Early Adolescent Girls' Gender Roles and Self-Esteem a Qualitative and Quantitative Analysis from AN Ecological Perspective

Science.gov (United States)

Slavkin, Michael

What impact do gender roles and self-esteem have on early adolescent girls' abilities to solve problems when participating in natural science-related activities? Bronfenbrenner's human ecology model and Barker's behavior setting theory were used to assess how environmental contexts relate to problem solving in scientific contexts. These models also provided improved methodology and increased understanding of these constructs when compared with prior research. Early adolescent girls gender roles and self-esteem were found to relate to differences in problem solving in science-related groups. Specifically, early adolescent girls' gender roles were associated with levels of verbal expression, expression of positive affect, dominance, and supportive behavior during science experiments. Also, levels of early adolescent girls self-esteem were related to verbal expression and dominance in peer groups. Girls with high self-esteem also were more verbally expressive and had higher levels of dominance during science experiments. The dominant model of a masculine-typed and feminine-typed dichotomy of problem solving based on previous literature was not effective in Identifying differences within girls' problem solving. Such differences in the results of these studies may be the result of this study's use of observational measures and analysis of the behavior settings in which group members participated. Group behavior and problem-solving approaches of early adolescent girls seemed most likely to be defined by environmental contexts, not governed solely by the personalities of participants. A discussion for the examination of environmental factors when assessing early adolescent girls' gender roles and self-esteem follows this discussion.

Managing the space sciences

Science.gov (United States)

1995-01-01

In April 1994 the National Research Council received a request from NASA that the NRC's Space Studies Board provide guidance on questions relating to the management of NASA's programs in the space sciences. The issues raised in the request closely reflect questions posed in the agency's fiscal year 1994 Senate appropriations report. These questions included the following: Should all the NASA space science programs be gathered into a 'National Institute for Space Science'? What other organizational changes might be made to improve the coordination and oversight of NASA space science programs? What processes should be used for establishing interdisciplinary science priorities based on scientific merit and other criteria, while ensuring opportunities for newer fields and disciplines to emerge? And what steps could be taken to improve utilization of advanced technologies in future space scienc missions? This report details the findings of the Committee on the Future of Space Science (FOSS) and its three task groups: the Task Group on Alternative Organizations, Task Group on Research Prioritization, and the Task Group on Technology.

Considerations of multicultural science and curriculum reform: A content analysis of state-adopted biology textbooks in Florida

Science.gov (United States)

Delgato, Margaret H.

The purpose of this investigation was to determine the extent to which multicultural science education, including indigenous knowledge representations, had been infused within the content of high school biology textbooks. The study evaluated the textbook as an instructional tool and framework for multicultural science education instruction by comparing the mainstream content to indigenous knowledge perspectives portrayed in the student and teacher editions of 34 textbooks adopted in Florida within the last four adoption cycles occurring from 1990 to 2006. The investigation involved a content analysis framed from a mixed methods approach. Emphasis was placed, in consideration of the research questions and practicality of interpreting text with the potential for multiple meanings, within qualitative methods. The investigation incorporated five strategies to assess the extent of multicultural content: (1) calculation of frequency of indigenous representations through the use of a tally; (2) assessment of content in the teacher editions by coding the degree of incorporation of multicultural content; (3) development of an archaeology of statements to determine the ways in which indigenous representations were incorporated into the content; (4) use of the Evaluation Coefficient Analysis (ECO) to determine extent of multicultural terminologies within content; and (5) analysis of visuals and illustrations to gauge percentages of depictions of minority groups. Results indicated no solid trend in an increase of inclusion of multicultural content over the last four adoption cycles. Efforts at most reduced the inclusion of indigenous representations and other multicultural content to the level of the teacher edition distributed among the teacher-interleafed pages or as annotations in the margins. Degree of support of multicultural content to the specific goals and objectives remained limited across all four of the adoption cycles represented in the study. Emphasis on

A Historical Analysis of the Relationship of Faith and Science and its Significance within Education

Science.gov (United States)

Yegge, John G.

Science curriculum and pedagogy are at the center of a centuries-long debate concerning the appropriate relationship of faith and science. The difficulties that science educators face seem to be based in misinformation about the historical roots of this conflict. To address that conflict, the goals of this research were to separate myth from reality and to provide a necessary context to the current tensions that are disrupting science pedagogy and curriculum content within American public schools. Working within a theoretical framework of historical literacy, this qualitative, historical analysis was a comprehensive examination of the relationship of faith and science from ancient times through the Renascence to the emergence and development of Darwinism. The historical approach methodology was utilized as a means to document the systematic examination of past events, in order to illuminate and interpret the meaning of those events. The historical record revealed that science and religion are not necessarily incompatible and that the early Christian religion provided a fertile environment in which modern science could emerge. Also noted were many instances where the record was inconsistent with what educators have commonly taught as historical fact. Finally, the complex sources of tension between modern fundamentalist Christianity and Darwinism, which has appeared as a flashpoint in public discourse within science education, were examined in depth. Based on this analysis, the study includes recommendations for educators in their approach to addressing these challenges and teaching science. This analysis can produce positive social change for educators and their students, as this information is advanced as a means to enhance historical literacy among educators and their students.

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

Science.gov (United States)

Cavagnetto, Andy Roy

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

A Multi-Science Data Analysis Platform and the GeneROOT Use Case

CERN Multimedia

CERN. Geneva; Rademakers, Fons

2017-01-01

This talk will cover two areas of current research in the context of knowledge sharing between CERN openlab and the life science communities. The first area covers the development and prototyping of a multi-science data analysis platform build up around CERN developed technologies like, Zenodo, REANA and CVMFS. When finished this platform will support a complete data analysis life-cycle from data discovery, to data access, to data processing to end-user data analysis. The second area covers a specific use case, where HEP specific software like ROOT is used to store and process genomics data sequences. There are a number of handcrafted genomics data formats being used, like FASTQ, SAM, BAM, CRAM, etc. They range from pure ASCII to compressed binary formats. We will compare the features of these formats with the generic capabilities of ROOT’s TTree containers. Also we will show performance numbers of typical analysis scenarios.

Inferring Group Processes from Computer-Mediated Affective Text Analysis

Energy Technology Data Exchange (ETDEWEB)

Schryver, Jack C [ORNL; Begoli, Edmon [ORNL; Jose, Ajith [Missouri University of Science and Technology; Griffin, Christopher [Pennsylvania State University

2011-02-01

Political communications in the form of unstructured text convey rich connotative meaning that can reveal underlying group social processes. Previous research has focused on sentiment analysis at the document level, but we extend this analysis to sub-document levels through a detailed analysis of affective relationships between entities extracted from a document. Instead of pure sentiment analysis, which is just positive or negative, we explore nuances of affective meaning in 22 affect categories. Our affect propagation algorithm automatically calculates and displays extracted affective relationships among entities in graphical form in our prototype (TEAMSTER), starting with seed lists of affect terms. Several useful metrics are defined to infer underlying group processes by aggregating affective relationships discovered in a text. Our approach has been validated with annotated documents from the MPQA corpus, achieving a performance gain of 74% over comparable random guessers.

Effects of Collective Efficacy, Teamwork Attitudes, and Experience on Group Project Performance: Comparisons between 2 Food Science Courses

Science.gov (United States)

McLeod, Poppy Lauretta; Orta-Ramirez, Alicia

2018-01-01

The relationship between past teamwork and task-related experiences, attitude toward teamwork, collective efficacy, and task performance among undergraduates (N = 298) assigned to group projects (N = 48) in 2 different Food Science courses was examined. The results of survey data collected at the beginning and end of the projects showed that past…

An Update on the NASA Planetary Science Division Research and Analysis Program

Science.gov (United States)

Richey, Christina; Bernstein, Max; Rall, Jonathan

2015-01-01

Introduction: NASA's Planetary Science Division (PSD) solicits its Research and Analysis (R&A) programs each year in Research Opportunities in Space and Earth Sciences (ROSES). Beginning with the 2014 ROSES solicitation, PSD will be changing the structure of the program elements under which the majority of planetary science R&A is done. Major changes include the creation of five core research program elements aligned with PSD's strategic science questions, the introduction of several new R&A opportunities, new submission requirements, and a new timeline for proposal submissionROSES and NSPIRES: ROSES contains the research announcements for all of SMD. Submission of ROSES proposals is done electronically via NSPIRES: http://nspires.nasaprs.com. We will present further details on the proposal submission process to help guide younger scientists. Statistical trends, including the average award size within the PSD programs, selections rates, and lessons learned, will be presented. Information on new programs will also be presented, if available.Review Process and Volunteering: The SARA website (http://sara.nasa.gov) contains information on all ROSES solicitations. There is an email address (SARA@nasa.gov) for inquiries and an area for volunteer reviewers to sign up. The peer review process is based on Scientific/Technical Merit, Relevance, and Level of Effort, and will be detailed within this presentation.ROSES 2014 submission changes: All PSD programs will use a two-step proposal submission process. A Step-1 proposal is required and must be submitted electronically by the Step-1 due date. The Step-1 proposal should include a description of the science goals and objectives to be addressed by the proposal, a brief description of the methodology to be used to address the science goals and objectives, and the relevance of the proposed research to the call submitted to.Additional Information: Additional details will be provided on the Cassini Data Analysis Program, the

Factor analysis for instruments of science learning motivation and its implementation for the chemistry and biology teacher candidates

Science.gov (United States)

Prasetya, A. T.; Ridlo, S.

2018-03-01

The purpose of this study is to test the learning motivation of science instruments and compare the learning motivation of science from chemistry and biology teacher candidates. Kuesioner Motivasi Sains (KMS) in Indonesian adoption of the Science Motivation Questionnaire II (SMQ II) consisting of 25 items with a 5-point Likert scale. The number of respondents for the Exploratory Factor Analysis (EFA) test was 312. The Kaiser-Meyer-Olkin (KMO), determinant, Bartlett’s Sphericity, Measures of Sampling Adequacy (MSA) tests against KMS using SPSS 20.0, and Lisrel 8.51 software indicate eligible indications. However testing of Communalities obtained results that there are 4 items not qualified, so the item is discarded. The second test, all parameters of eligibility and has a magnitude of Root Mean Square Error of Approximation (RMSEA), P-Value for the Test of Close Fit (RMSEA <0.05), Goodness of Fit Index (GFI) was good. The new KMS with 21 valid items and composite reliability of 0.9329 can be used to test the level of learning motivation of science which includes Intrinsic Motivation, Sefl-Efficacy, Self-Determination, Grade Motivation and Career Motivation for students who master the Indonesian language. KMS trials of chemistry and biology teacher candidates obtained no significant difference in the learning motivation between the two groups.

Summary of research in applied mathematics, numerical analysis, and computer sciences

Science.gov (United States)

1986-01-01

The major categories of current ICASE research programs addressed include: numerical methods, with particular emphasis on the development and analysis of basic numerical algorithms; control and parameter identification problems, with emphasis on effective numerical methods; computational problems in engineering and physical sciences, particularly fluid dynamics, acoustics, and structural analysis; and computer systems and software, especially vector and parallel computers.

Structure and dynamics of European sports science textual contents: Analysis of ECSS abstracts (1996-2014).

Science.gov (United States)

Hristovski, Robert; Aceski, Aleksandar; Balague, Natalia; Seifert, Ludovic; Tufekcievski, Aleksandar; Cecilia, Aguirre

2017-02-01

The article discusses general structure and dynamics of the sports science research content as obtained from the analysis of 21998 European College of Sport Science abstracts belonging to 12 science topics. The structural analysis showed intertwined multidisciplinary and unifying tendencies structured along horizontal (scope) and vertical (level) axes. Methodological (instrumental and mode of inquiry) integrative tendencies are dominant. Theoretical integrative tendencies are much less detectable along both horizontal and vertical axes. The dynamic analysis of written abstracts text content over the 19 years reveals the contextualizing and guiding role of thematic skeletons of each sports science topic in forming more detailed contingent research ideas and the role of the latter in stabilizing and procreating the former. This circular causality between both hierarchical levels and functioning on separate characteristic time scales is crucial for understanding how stable research traditions self-maintain and self-procreate through innovative contingencies. The structure of sports science continuously rebuilds itself through use and re-use of contingent research ideas. The thematic skeleton ensures its identity and the contingent conceptual sets its flexibility and adaptability to different research or applicative problems.

The Publication Culture of Nursing Science in Finland: analysis of Research Articles Published in the Journal of Nursing Science from 1989 to 2008

Directory of Open Access Journals (Sweden)

Jarmo Saarti

2012-01-01

Full Text Available Purpose: Nursing science has developed rapidly as an academic discipline and also as a scientific institutioninternationally in the past thirty years. Publishing policies in different disciplines can be used in analyzing theirdevelopment and scientific culture. The purpose of this paper is to describe publication profile of Finnish nursingresearch and the contents and methods used.Methods: The data consisted of 433 articles published in Journal of Nursing Science (in Finnish Hoitotiede duringyears 1989-2008. The journal is the first national scientific journal founded for nurse researchers in 1989. The datawere analyzed using content analysis.Results: The publishing has developed from single author papers to group work. A total of 24 % of the papers weresingle authored. Most of the papers were published in research groups within the discipline (94 %. Only 24 papersincluded collaboration with other disciplines such as medicine, statistics and education. Half of the papers concentratedon nursing practice and rest mainly on methodological issues or education. Only a few papers focused on healthpromotion, leadership issues or health policy. The nature of the research studies was descriptive, focus more onqualitative studies and a few intervention studies were published. Data were mostly collected by surveys or interviewsand physiological methods were nearly non-existent.Conclusions: The focus in Finnish studies has been on patients but on minor scale. The future challenge is to produceknowledge thru research programmes to have impact on clinical practice and health policy. Further studies are neededin evaluation of the state of nursing research in Finland and the contents as well as outcomes of the field.

Retention in STEM: Understanding the Effectiveness of Science Posse

Science.gov (United States)

Godsoe, Kimberly

One of the major areas of debate in higher education is how to best support underrepresented racial minority students in their study of Science, Technology, Engineering, and Math. In 2008, Brandeis University began a new program in conjunction with the Posse Foundation for students interested in studying science at the college-level. The research used a mixed methods design. A detailed quantitative analysis was conducted to understand how being part of Science Posse impacted the probability of doing well in initial science classes, influenced perceptions of the difficulty of studying science, and predicted the probability of majoring in STEM at Brandeis. The qualitative data was drawn from 89 student interviews, including 38 Science Posse Scholars, 24 students from backgrounds similar to the Scholars, and 25 students from well-resourced families. The qualitative analysis demonstrated how students had been exposed to the sciences prior to enrollment, how they navigated the sciences at Brandeis, and how they demonstrated resilience when science becomes challenging. This research study had four key findings. The first was in the quantitative analysis which demonstrated that Science Posse Scholars experience strong feelings of doubt about their academic abilities; based on previous research, this should have resulted in their not declaring majors in STEM disciplines. Instead, Science Posse Scholars were more likely to earn a B+ or above in their entry level science courses and declare a major in a STEM discipline, even when factors such as math and verbal SAT scores were included in the analysis. The second finding was in the qualitative analysis, which demonstrated that the cohort model in which Science Posse Scholars participate was instrumental to their success. The third finding was that students who attended academically less rigorous high schools could succeed in the sciences at a highly selective research institution such as Brandeis without academic remediation

Influence of culture and language sensitive physics on science attitude enhancement

Science.gov (United States)

Morales, Marie Paz E.

2015-12-01

The study critically explored how culture and language sensitive curriculum materials in physics improve Pangasinan learners' attitude towards science. Their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning process determined their cultural preference or profile. Design and development of culture and language sensitive curriculum materials in physics were heavily influenced by these learners' cultural preference or profile. Pilot-study using interviews and focus group discussions with natives of Pangasinan and document analysis were conducted to identify the culture, practices, and traditions integrated in the lesson development. Comparison of experimental participants' pretest and posttest results on science attitude measure showed significant statistical difference. Appraisal of science attitude enhancement favored the experimental group over the control group. Qualitative data deduced from post implementation interviews, focus group discussions, and journal log entries showed the same trend in favor of the experimental participants. The study revealed that culture and language integration in the teaching and learning process of physics concepts enabled students to develop positive attitude to science, their culture, and native language.

Using Science Fiction Movie Scenes to Support Critical Analysis of Science

Science.gov (United States)

Barnett, Michael; Kafka, Alan

2007-01-01

This paper discusses pedagogical advantages and challenges of using science-fiction movies and television shows in an introductory science class for elementary teachers. The authors describe two instructional episodes in which scenes from the movies "Red Planet" and "The Core" were used to engage students in critiquing science as presented in…

Professional development and poststructural analysis: Stories of African-American science teachers

Science.gov (United States)

Moore, Felicia Michelle

2003-10-01

This interpretivist study focused on the professional development of three African American science teachers from a small rural school district, Carver School District (pseudonym), in the southeastern United States. Stories teachers shared of their experiences in teaching and learning science and in their professional development were analyzed using a feminist poststructural analysis of power, knowledge/meaning, language, and difference. For science teaching, power was viewed as a form of ownership or possession and also as effect and processes that impact teaching, learning, and professional development. Teachers through instructional practices exerted a certain amount of power in their classrooms. Teaching practices heavily influenced student learning in science classrooms. For teacher professional development, power was viewed as effecting relationships between administration, peers, and students as a shifting force within different social contexts. Science teachers were perceived as objects of the system and as active social agents who in particular relations of power acted in their best interests as they developed as science teachers. Teachers negotiated for themselves certain power relations to do as they wished for teaching science and for participating in teacher professional development activities. Power was an inherent and critically important aspect in understanding what science teachers do in their classrooms, in teaching and learning science, and in developing as science teachers. Knowledge was closely tied to relations of power in that teachers acquired knowledge about themselves, their teaching of science, and their students from their past experiences and professional development activities. Through language, interactions between teachers and students enabled or disabled access to the culture of power via instructional practices. Language was implicated in teacher professional development as a powerful force for advancing or hindering teachers

The Power of Cooperation in International Paleoclimate Science: Examples from the PAGES 2k Network and the Ocean2k Working Group

Science.gov (United States)

Addison, J. A.

2015-12-01

The Past Global Changes (PAGES) project of IGBP and Future Earth supports research to understand the Earth's past environment to improve future climate predictions and inform strategies for sustainability. Within this framework, the PAGES 2k Network was established to provide a focus on the past 2000 years, a period that encompasses Medieval Climate Anomaly warming, Little Ice Age cooling, and recent anthropogenically-forced climate change. The results of these studies are used for testing earth system models, and for understanding decadal- to centennial-scale variability, which is needed for long-term planning. International coordination and cooperation among the nine regional Working Groups that make up the 2k Network has been critical to the success of PAGES 2k. The collaborative approach is moving toward scientific achievements across the regional groups, including: (i) the development of a community-driven open-access proxy climate database; (ii) integration of multi-resolution proxy records; (iii) development of multivariate climate reconstructions; and (iv) a leap forward in the spatial resolution of paleoclimate reconstructions. The last addition to the 2k Network, the Ocean2k Working Group has further innovated the collaborative approach by: (1) creating an open, receptive environment to discuss ideas exclusively in the virtual space; (2) employing an array of real-time collaborative software tools to enable communication, group document writing, and data analysis; (3) consolidating executive leadership teams to oversee project development and manage grassroots-style volunteer pools; and (4) embracing the value-added role that international and interdisciplinary science can play in advancing paleoclimate hypotheses critical to understanding future change. Ongoing efforts for the PAGES 2k Network are focused on developing new standards for data quality control and archiving. These tasks will provide the foundation for new and continuing "trans-regional" 2k

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

Directory of Open Access Journals (Sweden)

Azizul Ghofar Candra Wicaksono

2018-03-01

Full Text Available The purpose of this study was to explore the pattern of science motivation and nature of science (NoS and the relationship between science motivation and nature of science in middle school students located in Semarang, Central Java, Indonesia. The design of this study was survey followed by the correlation study to discover the relationship between science motivation level and nature of science comprehension. This research included 113 students as sample. The instrument used for data collection was SMQ and seven essay test from NoS indicator. This study revealed that the students had a median score of science motivation and the low score in nature of science comprehension. There were students’ science motivation and nature of science comprehension urgently need to be improved. It can be done by developing learning process and any support from school or family.

Ten years of science news: A longitudinal analysis of scientific culture in the Spanish digital press.

Science.gov (United States)

Groves, Tamar; Figuerola, Carlos G; Quintanilla, Miguel Á

2016-08-01

This article presents our study of science coverage in the digital Spanish press over the last decade. We employed automated information retrieval procedures to create a corpus of 50,763 text units dealing with science and technology, and used automated text-analysis procedures in order to provide a general picture of the structure, characteristics and evolution of science news in Spain. We found between 6% and 7% of science coverage, a clear high proportion of biomedicine and predominance of science over technology, although we also detected an increase in technological content during the second half of the decade. Analysing the extrinsic and intrinsic features of science culture, we found a predominance of intrinsic features that still need further analysis. Our attempt to use specialised software to examine big data was effective, and allowed us to reach these preliminary conclusions. © The Author(s) 2015.

Scaling up Three-Dimensional Science Learning through Teacher-Led Study Groups across a State

Science.gov (United States)

Reiser, Brian J.; Michaels, Sarah; Moon, Jean; Bell, Tara; Dyer, Elizabeth; Edwards, Kelsey D.; McGill, Tara A. W.; Novak, Michael; Park, Aimee

2017-01-01

The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas…

Group Work

Science.gov (United States)

Wilson, Kristy J.; Brickman, Peggy; Brame, Cynthia J.

2018-01-01

Science, technology, engineering, and mathematics faculty are increasingly incorporating both formal and informal group work in their courses. Implementing group work can be improved by an understanding of the extensive body of educational research studies on this topic. This essay describes an online, evidence-based teaching guide published by…

Preschool children's Collaborative Science Learning Scaffolded by Tablets

Science.gov (United States)

Fridberg, Marie; Thulin, Susanne; Redfors, Andreas

2017-06-01

This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

Multiple-Group Analysis Using the sem Package in the R System

Science.gov (United States)

Evermann, Joerg

2010-01-01

Multiple-group analysis in covariance-based structural equation modeling (SEM) is an important technique to ensure the invariance of latent construct measurements and the validity of theoretical models across different subpopulations. However, not all SEM software packages provide multiple-group analysis capabilities. The sem package for the R…

Activation Analysis. Proceedings of an Informal Study Group Meeting

International Nuclear Information System (INIS)

1971-01-01

As part of its programme to promote the exchange of information relating to nuclear science and technology, the International Atomic Energy Agency convened in Bangkok, Thailand, from 6-8 July 1970, an informal meeting to discuss the topic of Activation Analysis. The meeting was attended by participants drawn from the following countries: Australia, Burma, Ceylon, Republic of China, India, Indonesia, Prance, Japan, Republic of Korea, New Zealand, Philippines, Singapore, Thailand, United States of America and Vietnam. The proceedings consist of the contributions presented at the meeting with minor editorial changes

Activation Analysis. Proceedings of an Informal Study Group Meeting

Energy Technology Data Exchange (ETDEWEB)

NONE

1971-07-01

As part of its programme to promote the exchange of information relating to nuclear science and technology, the International Atomic Energy Agency convened in Bangkok, Thailand, from 6-8 July 1970, an informal meeting to discuss the topic of Activation Analysis. The meeting was attended by participants drawn from the following countries: Australia, Burma, Ceylon, Republic of China, India, Indonesia, Prance, Japan, Republic of Korea, New Zealand, Philippines, Singapore, Thailand, United States of America and Vietnam. The proceedings consist of the contributions presented at the meeting with minor editorial changes.

Remote Access to Instrumental Analysis for Distance Education in Science

Directory of Open Access Journals (Sweden)

Dietmar Kennepohl

2005-11-01

Full Text Available Remote access to experiments offers distance educators another tool to integrate a strong laboratory component within a science course. Since virtually all modern chemical instrumental analysis in industry now use devices operated by a computer interface, remote control of instrumentation is not only relatively facile, it enhances students’ opportunity to learn the subject matter and be exposed to “real world” contents. Northern Alberta Institute of Technology (NAIT and Athabasca University are developing teaching laboratories based on the control of analytical instruments in real-time via an Internet connection. Students perform real-time analysis using equipment, methods, and skills that are common to modern analytical laboratories (or sophisticated teaching laboratories. Students obtain real results using real substances to arrive at real conclusions, just as they would if they were in a physical laboratory with the equipment; this approach allows students to access to conduct instrumental science experiments, thus providing them with an advantageous route to upgrade their laboratory skills while learning at a distance.

Application of Lie group analysis in geophysical fluid dynamics

CERN Document Server

Ibragimov, Ranis

2011-01-01

This is the first monograph dealing with the applications of the Lie group analysis to the modeling equations governing internal wave propagation in the deep ocean. A new approach to describe the nonlinear interactions of internal waves in the ocean is presented. While the central idea of the book is to investigate oceanic internal waves through the prism of Lie group analysis, it is also shown for the first time that internal wave beams, representing exact solutions to the equation of motion of stratified fluid, can be found by solving the given model as invariant solutions of nonlinear equat

A case study of Markdale High School's implementation of heterogeneously-grouped classes in English, mathematics, science, and social studies

Science.gov (United States)

Pierre-Louis, Fred

The purpose of this study was to describe Markdale High School's change from separate college preparatory and general level classes to heterogeneously-grouped classes in English, mathematics, science, and social studies, with particular emphasis on the principal's leadership style, change process, and teacher concerns (Hall & Hord, 2006) experienced during this effort. The researcher used Hall and Hord's (2006) Concern-Based Adoption Model (CBAM) as a conceptual framework. Specifically, the researcher applied three elements of the CBAM model: (a) the Twelve Principles of Change, (b) the Change Facilitator Styles, and (c) the Stages of Concerns. Hall and Hord's framework served as a lens through which the researcher analyzed all data. The researcher used a mixed-method (qualitative and quantitative) approach to answer the four research questions. The participants completed three instruments: (a) the Stages of Concern Questionnaire (SoCQ), (b) the Principles of Change Survey, and (c) the Facilitator Style Survey. All three instruments were self-report, paper-pencil surveys. The sample included 72 faculty members who experienced the change over the past three years. Findings from the three data sources and the school principal's comments during debriefing are indicated for each research question and reported by unit of analysis. Respective to the research questions, the researcher concluded that: (1) Markdale High School accomplished the change by implementing both structural and instructional changes supporting to the change to heterogeneous grouping; (2) even though teachers had divergent opinions on the school principal's facilitation style, the principal thought of himself as an incrementalist and a practitioner of differentiated facilitation styles; (3) while half of the faculty felt that they received formal training on heterogeneous grouping, (4) half felt that they did not have a choice in the decision-making process as it occurred with college preparatory and

AN ANALYSIS OF MISCONCEPTIONS IN SCIENCE TEXTBOOKS: EARTH SCIENCE IN ENGLAND AND WALES

OpenAIRE

King , Chris John Henry

2010-01-01

Abstract Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/ misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/ misconception per page. Science syllabuses and examinations surveyed also showed errors/ misconceptions. ...

Latent cluster analysis of ALS phenotypes identifies prognostically differing groups.

Directory of Open Access Journals (Sweden)

Jeban Ganesalingam

2009-09-01

Full Text Available Amyotrophic lateral sclerosis (ALS is a degenerative disease predominantly affecting motor neurons and manifesting as several different phenotypes. Whether these phenotypes correspond to different underlying disease processes is unknown. We used latent cluster analysis to identify groupings of clinical variables in an objective and unbiased way to improve phenotyping for clinical and research purposes.Latent class cluster analysis was applied to a large database consisting of 1467 records of people with ALS, using discrete variables which can be readily determined at the first clinic appointment. The model was tested for clinical relevance by survival analysis of the phenotypic groupings using the Kaplan-Meier method.The best model generated five distinct phenotypic classes that strongly predicted survival (p<0.0001. Eight variables were used for the latent class analysis, but a good estimate of the classification could be obtained using just two variables: site of first symptoms (bulbar or limb and time from symptom onset to diagnosis (p<0.00001.The five phenotypic classes identified using latent cluster analysis can predict prognosis. They could be used to stratify patients recruited into clinical trials and generating more homogeneous disease groups for genetic, proteomic and risk factor research.

Does Group-Level Commitment Predict Employee Well-Being?: A Prospective Analysis.

Science.gov (United States)

Clausen, Thomas; Christensen, Karl Bang; Nielsen, Karina

2015-11-01

To investigate the links between group-level affective organizational commitment (AOC) and individual-level psychological well-being, self-reported sickness absence, and sleep disturbances. A total of 5085 care workers from 301 workgroups in the Danish eldercare services participated in both waves of the study (T1 [2005] and T2 [2006]). The three outcomes were analyzed using linear multilevel regression analysis, multilevel Poisson regression analysis, and multilevel logistic regression analysis, respectively. Group-level AOC (T1) significantly predicted individual-level psychological well-being, self-reported sickness absence, and sleep disturbances (T2). The association between group-level AOC (T1) and psychological well-being (T2) was fully mediated by individual-level AOC (T1), and the associations between group-level AOC (T1) and self-reported sickness absence and sleep disturbances (T2) were partially mediated by individual-level AOC (T1). Group-level AOC is an important predictor of employee well-being in contemporary health care organizations.

A Project Team Analysis Using Tuckman's Model of Small-Group Development.

Science.gov (United States)

Natvig, Deborah; Stark, Nancy L

2016-12-01

Concerns about equitable workloads for nursing faculty have been well documented, yet a standardized system for workload management does not exist. A project team was challenged to establish an academic workload management system when two dissimilar universities were consolidated. Tuckman's model of small-group development was used as the framework for the analysis of processes and effectiveness of a workload project team. Agendas, notes, and meeting minutes were used as the primary sources of information. Analysis revealed the challenges the team encountered. Utilization of a team charter was an effective tool in guiding the team to become a highly productive group. Lessons learned from the analysis are discussed. Guiding a diverse group into a highly productive team is complex. The use of Tuckman's model of small-group development provided a systematic mechanism to review and understand group processes and tasks. [J Nurs Educ. 2016;55(12):675-681.]. Copyright 2016, SLACK Incorporated.

The Neutron Science TeraGrid Gateway, a TeraGrid Science Gateway to Support the Spallation Neutron Source

International Nuclear Information System (INIS)

Cobb, John W.; Geist, Al; Kohl, James Arthur; Miller, Stephen D; Peterson, Peter F.; Pike, Gregory; Reuter, Michael A; Swain, William; Vazhkudai, Sudharshan S.; Vijayakumar, Nithya N.

2006-01-01

The National Science Foundation's (NSF's) Extensible Terascale Facility (ETF), or TeraGrid (1) is entering its operational phase. An ETF science gateway effort is the Neutron Science TeraGrid Gateway (NSTG.) The Oak Ridge National Laboratory (ORNL) resource provider effort (ORNL-RP) during construction and now in operations is bridging a large scale experimental community and the TeraGrid as a large-scale national cyberinfrastructure. Of particular emphasis is collaboration with the Spallation Neutron Source (SNS) at ORNL. The U.S. Department of Energy's (DOE's) SNS (2) at ORNL will be commissioned in spring of 2006 as the world's brightest source of neutrons. Neutron science users can run experiments, generate datasets, perform data reduction, analysis, visualize results; collaborate with remotes users; and archive long term data in repositories with curation services. The ORNL-RP and the SNS data analysis group have spent 18 months developing and exploring user requirements, including the creation of prototypical services such as facility portal, data, and application execution services. We describe results from these efforts and discuss implications for science gateway creation. Finally, we show incorporation into implementation planning for the NSTG and SNS architectures. The plan is for a primarily portal-based user interaction supported by a service oriented architecture for functional implementation

Opening up animal research and science-society relations? A thematic analysis of transparency discourses in the United Kingdom.

Science.gov (United States)

McLeod, Carmen; Hobson-West, Pru

2016-10-01

The use of animals in scientific research represents an interesting case to consider in the context of the contemporary preoccupation with transparency and openness in science and governance. In the United Kingdom, organisations critical of animal research have long called for more openness. More recently, organisations involved in animal research also seem to be embracing transparency discourses. This article provides a detailed analysis of publically available documents from animal protection groups, the animal research community and government/research funders. Our aim is to explore the similarities and differences in the way transparency is constructed and to identify what more openness is expected to achieve. In contrast to the existing literature, we conclude that the slipperiness of transparency discourses may ultimately have transformative implications for the relationship between science and society and that contemporary openness initiatives might be sowing the seeds for change to the status quo. © The Author(s) 2015.

Cultural politics: Linguistic identity and its role as gatekeeper in the science classroom

Science.gov (United States)

Hilton-Brown, Bryan Anthony

This dissertation investigated how participation in the cultural practices of science classrooms creates intrapersonal conflict for ethnic minority students. Grounded in research perspectives of cultural anthropology, sociocultural studies of science education, and critical pedagogy, this study examined the cultural tensions encountered by minority students as they assimilate into the culture of the science classroom. Classroom interaction was viewed from the perspective of instructional congruence---the active incorporation of students' culture into science pedagogy. Ogbu's notion of "oppositional identity", Fordham's "fictive kinship", Bahktin's "antidialogics", and Freire's "critical consciousness" were brought together to examine how members of marginalized cultures develop non-normative behaviors as a means of cultural resistance. Choice of genre for public discourse was seen as a political act, representing students' own cultural affiliations. Conducted in a diverse Southern Californian high school with an annual population of over 3,900 students, this study merged ethnographic research, action research, and sociolinguistic discourse analysis. Post hoc analysis of videotaped classroom activities, focus group interviews, and samples of student work revealed students' discursive behavior to shift as a product of the context of their discursive exchanges. In whole class discussions students explained their understanding of complex phenomena to classmates, while in small group discussions they favored brief exchanges of group data. Four domains of discursive identities were identified: Opposition Status, Maintenance Status, Incorporation Status, and Proficiency Status. Students demonstrating Opposition Status avoided use of science discourse. Those students who demonstrated Maintenance Status were committed to maintaining their own discursive behavior. Incorporation Status students were characterized by an active attempt to incorporate science discourse into

Science Identity in Informal Education

Science.gov (United States)

Schon, Jennifer A.

The national drive to increase the number of students pursuing Science Technology, Engineering, and Math (STEM) careers has brought science identity into focus for educators, with the need to determine what encourages students to pursue and persist in STEM careers. Science identity, the degree to which students think someone like them could be a scientist is a potential indicator of students pursuing and persisting in STEM related fields. Science identity, as defined by Carlone and Johnson (2007) consists of three constructs: competence, performance, and recognition. Students need to feel like they are good at science, can perform it well, and that others recognize them for these achievements in order to develop a science identity. These constructs can be bolstered by student visitation to informal education centers. Informal education centers, such as outdoor science schools, museums, and various learning centers can have a positive impact on how students view themselves as scientists by exposing them to novel and unique learning opportunities unavailable in their school. Specifically, the University of Idaho's McCall Outdoor Science School (MOSS) focuses on providing K-12 students with the opportunity to learn about science with a place-based, hands-on, inquiry-based curriculum that hopes to foster science identity development. To understand the constructs that lead to science identity formation and the impact the MOSS program has on science identity development, several questions were explored examining how students define the constructs and if the MOSS program impacted how they rate themselves within each construct. A mixed-method research approach was used consisting of focus group interviews with students and pre, post, one-month posttests for visiting students to look at change in science identity over time. Results from confirmatory factor analysis indicate that the instrument created is a good fit for examining science identity and the associated

Research in progress in applied mathematics, numerical analysis, fluid mechanics, and computer science

Science.gov (United States)

1994-01-01

This report summarizes research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, fluid mechanics, and computer science during the period October 1, 1993 through March 31, 1994. The major categories of the current ICASE research program are: (1) applied and numerical mathematics, including numerical analysis and algorithm development; (2) theoretical and computational research in fluid mechanics in selected areas of interest to LaRC, including acoustics and combustion; (3) experimental research in transition and turbulence and aerodynamics involving LaRC facilities and scientists; and (4) computer science.

Evaluating the Collaborative Ecosystem for an Innovation-Driven Economy: A Systems Analysis and Case Study of Science Parks

Directory of Open Access Journals (Sweden)

Min-Ren Yan

2018-03-01

Full Text Available National policies for science parks and innovation have been identified as one of the major driving forces for the innovation-driven economy, especially for publicly funded science parks. To investigate this collaborative ecosystem (government-academia-industry for growth and sustainable development, this paper proposes a nation-wide economic impact analysis of science parks and innovation policy based on historical data drawn from one of the globally recognized high-technology industrial clusters in Taiwan. Systems thinking with causal loop analysis are adopted to improve our understanding of the collaborative ecosystem with science park policies. First, from a holistic viewpoint, the role of government in a science parks and innovation ecosystem is reviewed. A systems analysis of an innovation-driven economy with a science park policy is presented as a strategy map for policy implementers. Second, the added economic value and employment of the benchmarked science parks is evaluated from a long range perspective. Third, the concepts of government-academia-industry collaboration and policies to innovation ecosystem are introduced while addressing the measures and performance of innovation and applied R&D in the science parks. We conclude with a discussion of lessons learned and the policy implications of science park development and an innovation ecosystem.

Optimization of multi-group cross sections for fast reactor analysis

International Nuclear Information System (INIS)

Chin, M. R.; Manalo, K. L.; Edgar, C. A.; Paul, J. N.; Molinar, M. P.; Redd, E. M.; Yi, C.; Sjoden, G. E.

2013-01-01

The selection of the number of broad energy groups, collapsed broad energy group boundaries, and their associated evaluation into collapsed macroscopic cross sections from a general 238-group ENDF/B-VII library dramatically impacted the k eigenvalue for fast reactor analysis. An analysis was undertaken to assess the minimum number of energy groups that would preserve problem physics; this involved studies using the 3D deterministic transport parallel code PENTRAN, the 2D deterministic transport code SCALE6.1, the Monte Carlo based MCNP5 code, and the YGROUP cross section collapsing tool on a spatially discretized MOX fuel pin comprised of 21% PUO 2 -UO 2 with sodium coolant. The various cases resulted in a few hundred pcm difference between cross section libraries that included the 238 multi-group reference, and cross sections rendered using various reaction and adjoint weighted cross sections rendered by the YGROUP tool, and a reference continuous energy MCNP case. Particular emphasis was placed on the higher energies characteristic of fission neutrons in a fast spectrum; adjoint computations were performed to determine the average per-group adjoint fission importance for the MOX fuel pin. This study concluded that at least 10 energy groups for neutron transport calculations are required to accurately predict the eigenvalue for a fast reactor system to within 250 pcm of the 238 group case. In addition, the cross section collapsing/weighting schemes within YGROUP that provided a collapsed library rendering eigenvalues closest to the reference were the contribution collapsed, reaction rate weighted scheme. A brief analysis on homogenization of the MOX fuel pin is also provided, although more work is in progress in this area. (authors)

JIHADIST GROUPS IN THE SAHEL. AN ETYMOLOGICAL ANALYSIS

Directory of Open Access Journals (Sweden)

Francesco Saverio Angió

2018-01-01

Full Text Available The names of the insurgent groups include historical, cultural, ethnic, territorial and doctrinal references that appear too specific to be considered accidental and thus could be indicative of their strategy. The examples of terrorist attacks carried out by these groups support this argument, as they adopted or changed their name beforehand, shortly before a spinoff group, a new alliance or an offshoot emerged, or when an attack occurred in a non-traditional geographic area of action. Unfortunately, too often mass media and government officials utilise incorrect and/or superficial translations of these names, thus contributing to a lack of detailed information on the jihadists. The etymological analysis of the Arabic names of the Sahelian jihadist insurgents intends to and contributes to increase the knowledge on the nature and actions of these groups

Using Cluster Analysis to Group Countries for Cost-effectiveness Analysis: An Application to Sub-Saharan Africa.

Science.gov (United States)

Russell, Louise B; Bhanot, Gyan; Kim, Sun-Young; Sinha, Anushua

2018-02-01

To explore the use of cluster analysis to define groups of similar countries for the purpose of evaluating the cost-effectiveness of a public health intervention-maternal immunization-within the constraints of a project budget originally meant for an overall regional analysis. We used the most common cluster analysis algorithm, K-means, and the most common measure of distance, Euclidean distance, to group 37 low-income, sub-Saharan African countries on the basis of 24 measures of economic development, general health resources, and past success in public health programs. The groups were tested for robustness and reviewed by regional disease experts. We explored 2-, 3- and 4-group clustering. Public health performance was consistently important in determining the groups. For the 2-group clustering, for example, infant mortality in Group 1 was 81 per 1,000 live births compared with 51 per 1,000 in Group 2, and 67% of children in Group 1 received DPT immunization compared with 87% in Group 2. The experts preferred four groups to fewer, on the ground that national decision makers would more readily recognize their country among four groups. Clusters defined by K-means clustering made sense to subject experts and allowed a more detailed evaluation of the cost-effectiveness of maternal immunization within the constraint of the project budget. The method may be useful for other evaluations that, without having the resources to conduct separate analyses for each unit, seek to inform decision makers in numerous countries or subdivisions within countries, such as states or counties.

Science education policy for emergency, conflict, and post-conflict: An analysis of trends and implications for the science education program in Uganda

Science.gov (United States)

Udongo, Betty Pacutho

This study analyzes the impact of armed conflicts on the development of education policy and particularly science education program in Uganda. Since independence from the British colonial rule, Uganda has experienced a series of armed conflicts, with the most devastating being the 21 years of conflict in Northern Uganda. The research study was guided by the following questions: (1) What is the level of government funding towards improving science education program in Uganda? (2) Have recent initiatives, such as free Primary and Secondary education, compulsory science, and 75% sponsorship for science-based courses, had a measurable impact on the proportion of students from the conflict-affected regions who enter tertiary institutions to pursue science and technology programs? (3) To what extent do the Ugandan Education Policy and, in particular, the Science Education Policy effectively address the educational needs of students affected by armed conflicts? The study employed a mixed method design where both quantitative and qualitative data were collected and analyzed. Quantitative data were obtained from a comprehensive search of policy documents and content analysis of literature on education policy, science education programs, and impact of conflicts on educational delivery. Qualitative data were obtained from surveys and interviews distributed to policy makers, central government and the local government officials, teachers, and students from the war-ravaged Northern Uganda. Analysis of policy documents and respondents' views revealed that Uganda does not have a science education policy, and the present education policy does not fully address the educational needs of students studying in conflict-affected regions. It was further observed that fewer students from the conflict-affected regions qualify for government scholarship to study science courses in higher institutions of learning. The study recommended the following policy interventions: (a) affirmative

History of science content analysis of Chinese science textbooks from the perspective of acculturation

Science.gov (United States)

Ma, Yongjun; Wan, Yanlan

2017-08-01

Based on previous international studies, a content analysis scheme has been designed and used from the perspective of culture to study the history of science (HOS) in science textbooks. Nineteen sets of Chinese science textbooks have been analyzed. It has been found that there are noticeable changes in the quantity, content, layout, presentation, and writing intention of the HOS sections in textbooks from different time periods. What's more, the textbooks aim at presenting the scientific culture and aim to help students understand it better. However, the cultural associations of the HOS in textbooks is insufficient and significant differences exist among textbooks of different subjects. In order to explore the reasons why the presentation of HOS in various subjects is different, we made a specific comparison of curriculum standards of two subjects with great differences and interviewed the editors-in-chief of two textbooks. Results show that one of the most important reasons for the different writings of the HOS in textbooks is that different subject curriculum standards attach greater importance to the HOS. In addition, the attention to the HOS by editors-in-chief, the tradition of studying the HOS within the history of the discipline, and the reference textbooks in compiling textbooks are all important influence factors. Some suggestions for future textbooks compilation are given at the end.

Focus groups: a useful tool for curriculum evaluation.

Science.gov (United States)

Frasier, P Y; Slatt, L; Kowlowitz, V; Kollisch, D O; Mintzer, M

1997-01-01

Focus group interviews have been used extensively in health services program planning, health education, and curriculum planning. However, with the exception of a few reports describing the use of focus groups for a basic science course evaluation and a clerkship's impact on medical students, the potential of focus groups as a tool for curriculum evaluation has not been explored. Focus groups are a valid stand-alone evaluation process, but they are most often used in combination with other quantitative and qualitative methods. Focus groups rely heavily on group interaction, combining elements of individual interviews and participant observation. This article compares the focus group interview with both quantitative and qualitative methods; discusses when to use focus group interviews; outlines a protocol for conducting focus groups, including a comparison of various styles of qualitative data analysis; and offers a case study, in which focus groups evaluated the effectiveness of a pilot preclinical curriculum.

Integration of the primary health care approach into a community nursing science curriculum.

Science.gov (United States)

Vilakazi, S S; Chabeli, M M; Roos, S D

2000-12-01

The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994: 155). Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Integration of the primary health care approach into a community nursing science curriculum

Directory of Open Access Journals (Sweden)

SS Vilakazi

2000-09-01

Full Text Available The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994:155. Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/ goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Nuclear Physics Group progress report

International Nuclear Information System (INIS)

Coote, G.E.

1985-07-01

This report summarises the work of the Nuclear Physics Group of the Institute of Nuclear Sciences during the period January-December 1984. Commissioning of the EN-tandem accelerator was completed. The first applications included the production of 13 N from a water target and the measurement of hydrogen depth profiles with a 19 F beam. Further equipment was built for tandem accelerator mass spectrometry but the full facility will not be ready until 1985. The nuclear microprobe on the 3 MV accelerator was used for many studies in archaeometry, metallurgy, biology and materials analysis

Effectiveness of Cognitive and Transactional Analysis Group Therapy on Improving Conflict-Solving Skill

Directory of Open Access Journals (Sweden)

Bahram A. Ghanbari-Hashemabadi

2012-03-01

Full Text Available Background: Today, learning the communication skills such as conflict solving is very important. The purpose of the present study was to investigate the efficiency of cognitive and transactional analysis group therapy on improving the conflict-solving skill.Materials and Method: This study is an experimental study with pretest-posttest and control group. Forty-five clients who were referring to the counseling and psychological services center of Ferdowsi University of Mashhad were chosen based on screening method. In addition, they were randomly divided into three equal groups: control group (15 participants, cognitive experimental group (15 participants and transactional analysis group (15 participants. Conflict-solving questionnaire was used to collect data and the intervention methods were cognitive and transactional analysis group therapy that was administrated during 8 weekly two-hour sessions. Mean and standard deviation were used for data analysis in the descriptive level and One-Way ANOVA method was used at the inference level.Results: The results of the study suggest that the conflict-solving skills in the two experimental groups were significantly increased. Conclusion: The finding of this research is indicative of the fact that both cognitive and transactional analysis group therapy could be an effective intervention for improving conflict-solving skills

Environment, Science and Innovation. Analysis from the Perspective of Science Studies

International Nuclear Information System (INIS)

Muñoz, A.; Lopera, E.; Cornejo, M.

2015-01-01

)Humankind is facing important challenges. Environmental degradation, of which climate change is the main exponent, is one of them. Science and innovation are key factors to address this challenge, in a context in which is becoming more evident the lack of commitment of society with scientific and technological development. Taking this into consideration, this paper analyzes the interaction among environment, science and innovation from the perspective of science studies.

[Association between Emotional Labor, Emotional Dissonance, Burnout and Turnover Intention in Clinical Nurses: A Multiple-Group Path Analysis across Job Satisfaction].

Science.gov (United States)

Back, Chi Yun; Hyun, Dae Sung; Chang, Sei Jin

2017-12-01

This study was conducted to investigate the influence of emotional labor, emotional dissonance, and burnout on nurse's turnover intention and examine the effect of job satisfaction on the relationships among emotional labor, emotional dissonance, burnout, and turnover intention. The sample consisted of 350 nurses recruited from 6 general hospitals in 2 cities in Korea. A multiple-group analysis was utilized. Data were analyzed using SPSS statistics 23 and AMOS 20. In the path analysis, turnover intention was directly related to burnout in clinical nurses who had a high job satisfaction (β=.24, p=.003), while it was indirectly related to emotional dissonance (β=.13, p=.002). In the multiple-group path analysis, turnover intention was directly related to emotional dissonance (β=.18, p=.033) and burnout (β=.26, p=.002) for nurses with low job satisfaction. These results indicate that manuals and guidelines to alleviate the negative effects of emotional labor, emotional dissonance, and burnout, and to increase job satisfaction are strongly required to reduce turnover intention in nurses at the organizational level as well as at the individual level. © 2017 Korean Society of Nursing Science

Has Group Work Education Lost Its Social Group Work Essence? A Content Analysis of MSW Course Syllabi in Search of Mutual Aid and Group Conflict Content

Science.gov (United States)

Sweifach, Jay Stephen

2015-01-01

This article presents the results of a content analysis of MSW group work course syllabi in an effort to better understand the extent to which mutual aid and group conflict, two important dimensions of social group work, are included and featured as prominent elements in MSW-level group work instruction.

Program Analysis and Design Requirements for tne National Science Center

Science.gov (United States)

1991-02-01

shell of an old exposition building with secondhand furniture to display exhibit items, to the Ontario Science Center, which is a more modem building...Storage Area Pigeonhole storage cabinets for children’s school books , coats, and boots are provided at the Indianapolis Center. The Ontario center...used shopping carts for school groups to store their coats and books . They do not work well according to center staff and are cumbersome and unsightly

The analysis of multivariate group differences using common principal components

NARCIS (Netherlands)

Bechger, T.M.; Blanca, M.J.; Maris, G.

2014-01-01

Although it is simple to determine whether multivariate group differences are statistically significant or not, such differences are often difficult to interpret. This article is about common principal components analysis as a tool for the exploratory investigation of multivariate group differences

The future of the pharmaceutical sciences and graduate education: recommendations from the AACP Graduate Education Special Interest Group.

Science.gov (United States)

Wu-Pong, Susanna; Gobburu, Jogarao; O'Barr, Stephen; Shah, Kumar; Huber, Jason; Weiner, Daniel

2013-05-13

Despite pharma's recent sea change in approach to drug discovery and development, U.S. pharmaceutical sciences graduate programs are currently maintaining traditional methods for master's and doctoral student education. The literature on graduate education in the biomedical sciences has long been advocating educating students to hone soft skills like communication and teamwork, in addition to maintaining excellent basic skills in research. However, recommendations to date have not taken into account the future trends in the pharmaceutical industry. The AACP Graduate Education Special Interest Group has completed a literature survey of the trends in the pharmaceutical industry and graduate education in order to determine whether our graduate programs are strategically positioned to prepare our graduates for successful careers in the next few decades. We recommend that our pharmaceutical sciences graduate programs take a proactive leadership role in meeting the needs of our future graduates and employers. Our graduate programs should bring to education the innovation and collaboration that our industry also requires to be successful and relevant in this century.

International production on science oriented towards data: analysis of the terms data science and e-science in scopus and the web of science

OpenAIRE

Leilah Santiago Bufrem; Fábio Mascarenhas e Silva; Natanael Vitor Sobral; Anna Elizabeth Galvão Coutinho Correia

2016-01-01

Introduction: current configuration in the dynamics of production and scientific communication reveals the role of Science Oriented Towards Data, a comprehensive conception represented, mainly, by terms such as "e-Science" and "Data Science". Objective: To present the global scientific production on Science Oriented Towards Data by using the terms "e-Science" and "Data Science" in Scopus and the Web of Science during 2006-2016. Methodology: The study is divided into five phases: a) sear...

Stylistic analysis of headlines in science journalism: A case study of New Scientist.

Science.gov (United States)

Molek-Kozakowska, Katarzyna

2017-11-01

This article explores science journalism in the context of the media competition for readers' attention. It offers a qualitative stylistic perspective on how popular journalism colonizes science communication. It examines a sample of 400 headlines collected over the period of 15 months from the ranking of five 'most-read' articles on the website of the international magazine New Scientist. Dominant lexical properties of the sample are first identified through frequency and keyness survey and then analysed qualitatively from the perspective of the stylistic projection of newsworthiness. The analysis illustrates various degrees of stylistic 'hybridity' in online popularization of scientific research. Stylistic patterns that celebrate, domesticate or personalize science coverage (characteristic of popular journalism) are intertwined with devices that foreground tentativeness, precision and informativeness (characteristic of science communication). The article reflects on the implications of including various proportions of academic and popular styles in science journalism.

A philosophy of science perspective on the quantitative analysis of behavior.

Science.gov (United States)

Smith, Terry L

2015-05-01

B.F. Skinner argued that the science of behavior would progress more rapidly without appealing to theories of learning. He also suggested that theories in a quite different sense were possible, but that the science of behavior as of 1950 was not ready for them. The following analysis distinguishes between Skinner's two concepts of theory. It argues that theory in the second sense has arisen in the quantitative analysis of behavior. The attempt to give a dynamic account of the static regularities of this theory, however, has produced a theory in the first sense. Within its limited domain, this theory offers a rigorous alternative to cognitive accounts of behavior. Rather than distracting attention from actual behavior, it has now led to novel predictions about it. This article is part of a Special Issue entitled 'SQAB 2014'. Copyright © 2015 Elsevier B.V. All rights reserved.

Annual report of R and D activities in Center for Promotion of Computational Science and Engineering and Center for Computational Science and e-Systems from April 1, 2005 to March 31, 2006

International Nuclear Information System (INIS)

2007-03-01

This report provides an overview of research and development activities in Center for Computational Science and Engineering (CCSE), JAERI in the former half of the fiscal year 2005 (April 1, 2005 - Sep. 30, 2006) and those in Center for Computational Science and e-Systems (CCSE), JAEA, in the latter half of the fiscal year 2005(Oct 1, 2005 - March 31, 2006). In the former half term, the activities have been performed by 5 research groups, Research Group for Computational Science in Atomic Energy, Research Group for Computational Material Science in Atomic Energy, R and D Group for Computer Science, R and D Group for Numerical Experiments, and Quantum Bioinformatics Group in CCSE. At the beginning of the latter half term, these 5 groups were integrated into two offices, Simulation Technology Research and Development Office and Computer Science Research and Development Office at the moment of the unification of JNC (Japan Nuclear Cycle Development Institute) and JAERI (Japan Atomic Energy Research Institute), and the latter-half term activities were operated by the two offices. A big project, ITBL (Information Technology Based Laboratory) project and fundamental computational research for atomic energy plant were performed mainly by two groups, the R and D Group for Computer Science and the Research Group for Computational Science in Atomic Energy in the former half term and their integrated office, Computer Science Research and Development Office in the latter half one, respectively. The main result was verification by using structure analysis for real plant executable on the Grid environment, and received Honorable Mentions of Analytic Challenge in the conference 'Supercomputing (SC05)'. The materials science and bioinformatics in atomic energy research field were carried out by three groups, Research Group for Computational Material Science in Atomic Energy, R and D Group for Computer Science, R and D Group for Numerical Experiments, and Quantum Bioinformatics

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences. A GHAFFARI. Articles written in Proceedings – Mathematical Sciences. Volume 127 Issue 4 September 2017 pp 689-705 Research Article. Involutions and trivolutions on second dual of algebras related to locally compact groups and topological semigroups.

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences. Shobha Madan. Articles written in Proceedings – Mathematical Sciences. Volume 113 Issue 2 May 2003 pp 171-178. Wavelet Subspaces Invariant Under Groups of Translation Operators · Biswaranjan Behera Shobha Madan · More Details Abstract Fulltext PDF.

Mentoring and Argumentation in a Game-Infused Science Curriculum

Science.gov (United States)

Gould, Deena L.; Parekh, Priyanka

2018-04-01

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

The Intellectual Structure of Metacognitive Scaffolding in Science Education: A Co-Citation Network Analysis

Science.gov (United States)

Tang, Kai-Yu; Wang, Chia-Yu; Chang, Hsin-Yi; Chen, Sufen; Lo, Hao-Chang; Tsai, Chin-Chung

2016-01-01

The issues of metacognitive scaffolding in science education (MSiSE) have become increasingly popular and important. Differing from previous content reviews, this study proposes a series of quantitative computer-based analyses by integrating document co-citation analysis, social network analysis, and exploratory factor analysis to explore the…

About normal distribution on SO(3) group in texture analysis

Science.gov (United States)

Savyolova, T. I.; Filatov, S. V.

2017-12-01

This article studies and compares different normal distributions (NDs) on SO(3) group, which are used in texture analysis. Those NDs are: Fisher normal distribution (FND), Bunge normal distribution (BND), central normal distribution (CND) and wrapped normal distribution (WND). All of the previously mentioned NDs are central functions on SO(3) group. CND is a subcase for normal CLT-motivated distributions on SO(3) (CLT here is Parthasarathy’s central limit theorem). WND is motivated by CLT in R 3 and mapped to SO(3) group. A Monte Carlo method for modeling normally distributed values was studied for both CND and WND. All of the NDs mentioned above are used for modeling different components of crystallites orientation distribution function in texture analysis.

Women in science: What keeps them interested?

Science.gov (United States)

Orloff, Teresa Lynn

The goal of this study was to investigate the importance of five factors on the interest and persistence of females in science. The five factors were: (1) science teachers; (2) parents; (3) one-on-one mentoring; (4) summer and extracurricular science programs; and (5) the media (television, movies, radio, computers). Data was collected through 201 questionnaires distributed equally to three groups of scientists: (1) science teachers; (2) research faculty; and (3) community professionals. Data analysis consisted of nonparametric statistical tests of significance to determine which of the five factors are the most influential. The results of the data analysis revealed the relative order of importance of the five factors on the interest and persistence of females in science as: (1) Science teachers and (2) parents. (3) Summer/extracurricular science programs. (4) Mentors. (5) Media. Three conclusions were derived from this study. First, females are influenced more by people than programs. Unlike males, females define themselves in relation to other people. The people who have the most influence in young females are those people such as teachers and parents who have the most contact with young girls. Females feel safe in such relationships and with a sense of trust comes a feeling of confidence to pursue desires and interests. Second, females place importance on lasting relationships. The relationships that have the most influence on young females are those where trust and confidence have a chance to form over time. Women in the position of long term relationships with young girls such as teachers and parents, need to become active mentors in helping girls choose careers. Third, elementary teachers are not influential towards the interest and persistence of females in science. Many elementary teachers are not comfortable teaching science and therefore spend little time teaching science to their classes. Stronger emphasis in teacher education programs on science and

An Analysis of Misconceptions in Science Textbooks: Earth Science in England and Wales

Science.gov (United States)

King, Chris John Henry

2010-01-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one…

What's science? Where's science? Science journalism in German print media.

Science.gov (United States)

Summ, Annika; Volpers, Anna-Maria

2016-10-01

This article examines the current state of science coverage in German print media. It deals with the following questions: (1) how the main characteristics of science journalism can be described, (2) whether there is a difference between various scientific fields, and (3) how different definitions of science journalism lead to differing findings. Two forms of science coverage were analyzed in a standardized, two-part content analysis of German newspapers (N = 1730 and N = 1640). The results show a significant difference between a narrow and a broad definition of science journalism. In the classic understanding, science journalism is prompted by scientific events and is rather noncritical. Science coverage in a broad sense is defined by a wider range of journalistic styles, driven by non-scientific events, and with a focus on the statements of scientific experts. Furthermore, the study describes the specific role of the humanities and social sciences in German science coverage. © The Author(s) 2015.

Crowdsourcing Undone Science

Directory of Open Access Journals (Sweden)

Gwen Ottinger

2017-09-01

Full Text Available Could crowdsourcing be a way to get undone science done? Could grassroots groups enlist volunteers to help make sense of large amounts of otherwise unanalyzed data—an approach that has been gaining popularity among natural scientists? This paper assesses the viability of this technique for creating new knowledge about the local effects of petrochemicals, by examining three recent experiments in crowdsourcing led by non-profits and grassroots groups. These case studies suggest that undertaking a crowdsourcing project requires significant resources, including technological infrastructures that smaller or more informal groups may find it difficult to provide. They also indicate that crowdsourcing will be most successful when the questions of grassroots groups line up fairly well with existing scientific frameworks. The paper concludes that further experimentation in crowdsourcing is warranted, at least in cases where adequate resources and interpretive frameworks are available, and that further investment in technological infrastructures for data analysis is needed.

Class-first analysis in a continuum: an approach to the complexities of schools, society, and insurgent science

Science.gov (United States)

Valdiviezo, Laura Alicia

2010-06-01

This essay addresses Katherine Richardson Bruna's paper: Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent Science, through five main points . First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna's call for a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social and institutional practices in the capitalist society. Richardson Bruna's analysis of Augusto's interactions with his teacher and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss Richardson Bruna's idea of making accessible class-first analysis knowledge to educators and especially to science teachers.

Introduction of SCIENCE code package

International Nuclear Information System (INIS)

Lu Haoliang; Li Jinggang; Zhu Ya'nan; Bai Ning

2012-01-01

The SCIENCE code package is a set of neutronics tools based on 2D assembly calculations and 3D core calculations. It is made up of APOLLO2F, SMART and SQUALE and used to perform the nuclear design and loading pattern analysis for the reactors on operation or under construction of China Guangdong Nuclear Power Group. The purpose of paper is to briefly present the physical and numerical models used in each computation codes of the SCIENCE code pack age, including the description of the general structure of the code package, the coupling relationship of APOLLO2-F transport lattice code and SMART core nodal code, and the SQUALE code used for processing the core maps. (authors)

Science and sports: a brief history of muscle, motion and ad hoc organizations.

Science.gov (United States)

Clarys, Jan Pieter; Alewaeters, Katrien

2003-09-01

Both the history of biolocomotion (later to become motion analysis/biomechanics) and of electrology (later kinesiological electromyography) are to be traced back to approximatively the same period in the second half of the seventeenth century. The major contributors to these emergent sciences were Swammerdam in 1658 and Borelli in 1680. Some 150 years later, electrophysiological methods were derived and motion-cinephotography was developed from their pioneering work. Subsequently, use was made of motion analysis by means of cinephotography, forming a basis for biomechanics. The work of Marey in 1873 in particular stimulated the multidisciplinary study of human activity, providing models for contemporary sports scientists working in applied settings. The link between theory and practice in motion sciences and the multidisciplinary model of Marey were the motive and the example for establishing the Working Group of Biomechanics in the 1960s. This body has gone through a series of progressive developments, culminating in the approval of the World Commission of Science and Sports as a service group of the International Council for Sport Science and Physical Education (recognized by UNESCO).

A moderated mediated path analysis of factors influencing student performance on a standardized high-stakes science test

Science.gov (United States)

Pelkey, Ramona K.

Gender, ethnicity, family economic status, reading score, mathematics score, and number of science semesters successfully completed were examined for their contributory role to a student's science score on a high-stakes, high school exit examination. Path analysis and analysis of variance procedures were used to quantify each variable's influence on science score. Gender, ethnicity, and family economic status were found to be moderators while reading proved to mediate within the model. The path model was created using a calibration sample and cross-validated using a hold-out validation sample. Bootstrapping was used to verify the goodness of fit of the model. A predictive equation explained 66% (R2 = .66) of the variance in observed TAKS science score.

Making Science Matter: Collaborations between Informal Science Education Organizations and Schools. A CAISE Inquiry Group Report. Executive Summary

Science.gov (United States)

Center for Advancement of Informal Science Education, 2010

2010-01-01

Throughout the world, and for many decades, science-rich cultural institutions, such as zoos, aquaria, museums, and others, have collaborated with schools to provide students, teachers and families with opportunities to expand their experiences and understanding of science. However, these collaborations have generally failed to institutionalize:…

African-American males in computer science---Examining the pipeline for clogs

Science.gov (United States)

Stone, Daryl Bryant

" self-efficacy between lower-level computer science majors and upper-level computer science majors. (5) There is no significant difference in "Computer Science Degree" self-efficacy between each of the five groups of students. Finally, the researcher selected African-American male students attending six primary schools, including the predominately African-American elementary, middle and high school that the researcher attended during his own academic career. Additionally, a racially mixed elementary, middle and high school was selected from the same county in Maryland. Bowie State University provided both the underclass and upperclass computer science majors surveyed in this study. Of the five hypotheses, the sample provided enough evidence to support the claim that there are significant differences in the "Computer Science Degree" self-efficacy between each of the five groups of students. ANOVA analysis by question and total self-efficacy scores provided more results of statistical significance. Additionally, factor analysis and review of the qualitative data provide more insightful results. Overall, the data suggest 'a clog' may exist in the middle school level and students attending racially mixed schools were more confident in their computer, math and science skills. African-American males admit to spending lots of time on social networking websites and emailing, but are 'dis-aware' of the skills and knowledge needed to study in the computing disciplines. The majority of the subjects knew little, if any, AAMs in the 'computing discipline pipeline'. The collegian African-American males, in this study, agree that computer programming is a difficult area and serves as a 'major clog in the pipeline'.

Teacher Efficacy of Secondary Special Education Science Teachers

Science.gov (United States)

Bonton, Celeste

Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

Establishing Equivalence: Methodological Progress in Group-Matching Design and Analysis

Science.gov (United States)

Kover, Sara T.; Atwood, Amy K.

2013-01-01

This methodological review draws attention to the challenges faced by intellectual and developmental disabilities researchers in the appropriate design and analysis of group comparison studies. We provide a brief overview of matching methodologies in the field, emphasizing group-matching designs used in behavioral research on cognition and…

Report on Workshop "Planning of Future Science in the Polar Ocean Study with Cooperation among Study Groups"

Directory of Open Access Journals (Sweden)

Mitsuo Fukuchi

2001-03-01

Full Text Available A workshop on "Planning of Future Science in the Polar Ocean Study with Cooperation among Study Groups" was held on November 1,2000,at the National Institute of Polar Research with 21 participants. In this workshop, a plan to charter a research vessel other than "Shirase" was introduced and a science plan using the chartered research vessel by 43rd Japanese Antarctic Research Expedition was discussed. This study is going to be conducted in the sea ice area around 140-150°E in mid-summer (February 2002, when biological production becomes active in the Antarctic Ocean. Oceanographic observations using "Shirase" are difficult to conduct in this season since she supports a wide range of summer operations around Syowa Station. The relationships between biological production and greenhouse effect gas production and the vertical transport of organic materials from the surface to deep ocean will be the focus of this study. At this stage, one deputy leader and three members of JARE, and 25-26 other scientists including graduate students and foreign scientists, will participate in the field observations using the chartered vessel. The members of JARE will conduct a project science program of the VI Phase of JARE, while the other participants will do part of the science program "Antarctic Ocean in Earth System". Since further observations for several years after the summer of 2002 will be required to understand the role of the Antarctic Ocean in global climate change, we have applied for a Grant-in-Aid for Scientific Research for the next project, which will start from 2001,to the Ministry of Education, Science, Sports and Culture of Japan. The proposal was discussed in detail in this workshop.

Construction of Student Groups Using Belbin: Supporting Group Work in Environmental Management

Science.gov (United States)

Smith, Mark; Polglase, Giles; Parry, Carolyn

2012-01-01

Belbin team role self and observer perceptions were applied to a large cohort (145) of Geography, Earth and Environmental Sciences undergraduates in a module assessed through two separate group projects. Students self-selected groups for the first project; for the second, groups were more "balanced." Results show slight improvement in…

Earth Science Informatics Community Requirements for Improving Sustainable Science Software Practices: User Perspectives and Implications for Organizational Action

Science.gov (United States)

Downs, R. R.; Lenhardt, W. C.; Robinson, E.

2014-12-01

Science software is integral to the scientific process and must be developed and managed in a sustainable manner to ensure future access to scientific data and related resources. Organizations that are part of the scientific enterprise, as well as members of the scientific community who work within these entities, can contribute to the sustainability of science software and to practices that improve scientific community capabilities for science software sustainability. As science becomes increasingly digital and therefore, dependent on software, improving community practices for sustainable science software will contribute to the sustainability of science. Members of the Earth science informatics community, including scientific data producers and distributers, end-user scientists, system and application developers, and data center managers, use science software regularly and face the challenges and the opportunities that science software presents for the sustainability of science. To gain insight on practices needed for the sustainability of science software from the science software experiences of the Earth science informatics community, an interdisciplinary group of 300 community members were asked to engage in simultaneous roundtable discussions and report on their answers to questions about the requirements for improving scientific software sustainability. This paper will present an analysis of the issues reported and the conclusions offered by the participants. These results provide perspectives for science software sustainability practices and have implications for actions that organizations and their leadership can initiate to improve the sustainability of science software.

Is in-group bias culture-dependent? A meta-analysis across 18 societies.

Science.gov (United States)

Fischer, Ronald; Derham, Crysta

2016-01-01

We report a meta-analysis on the relationship between in-group bias and culture. Our focus is on whether broad macro-contextual variables influence the extent to which individuals favour their in-group. Data from 21,266 participants from 18 societies included in experimental and survey studies were available. Using Hofstede's (1980) and Schwartz (2006) culture-level predictors in a 3-level mixed-effects meta-analysis, we found strong support for the uncertainty-reduction hypothesis. An interaction between Autonomy and real vs artificial groups suggested that in low autonomy contexts, individuals show greater in-group bias for real groups. Implications for social identity theory and intergroup conflict are outlined.

A social representations analysis of design science research

Directory of Open Access Journals (Sweden)

Rennie Naidoo

2015-07-01

Full Text Available Design science research (DSR is a relatively unfamiliar research paradigm within the computing field in South Africa. In light of recent interest in this paradigm, this study sought to explore DSR perspectives among local computing researchers. Key theoretical concepts from social representations theory (SRT such as anchoring and objectification were used to explore how researchers construct their understanding of DSR. A visual approach was used to administer drawing and association tasks to two focus groups; each focus group comprised around 25 participants ranging from doctoral students to experienced researchers. The focus group discussions invoked interesting complementary and distinctive associations about the process and content of DSR – anchored in dominant and conventional research practices. The results also illustrated several ways in which DSR is objectified by the researchers in drawings and metaphorical constructions. We conclude that SRT is useful for exploring beliefs about novel and relatively unfamiliar research practices. This study contributes to an enhanced understanding of how computing researchers go about making sense and assigning meaning to changing research practices. The findings are developed into recommendations for introducing changes to research practices. These recommendations can be used to direct efforts to more appropriately accommodate changing research practices within the computing community to broaden knowledge generation.

Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources

Science.gov (United States)

Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah

2016-04-01

Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums ("directive sources") predictably led students to other sources such as teachers, families, internet, and science books ("directed sources"). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning.

Science for Managing Riverine Ecosystems: Actions for the USGS Identified in the Workshop "Analysis of Flow and Habitat for Instream Aquatic Communities"

Science.gov (United States)

Bencala, Kenneth E.; Hamilton, David B.; Petersen, James H.

2006-01-01

Federal and state agencies need improved scientific analysis to support riverine ecosystem management. The ability of the USGS to integrate geologic, hydrologic, chemical, geographic, and biological data into new tools and models provides unparalleled opportunities to translate the best riverine science into useful approaches and usable information to address issues faced by river managers. In addition to this capability to provide integrated science, the USGS has a long history of providing long-term and nationwide information about natural resources. The USGS is now in a position to advance its ability to provide the scientific support for the management of riverine ecosystems. To address this need, the USGS held a listening session in Fort Collins, Colorado in April 2006. Goals of the workshop were to: 1) learn about the key resource issues facing DOI, other Federal, and state resource management agencies; 2) discuss new approaches and information needs for addressing these issues; and 3) outline a strategy for the USGS role in supporting riverine ecosystem management. Workshop discussions focused on key components of a USGS strategy: Communications, Synthesis, and Research. The workshop identified 3 priority actions the USGS can initiate now to advance its capabilities to support integrated science for resource managers in partner government agencies and non-governmental organizations: 1) Synthesize the existing science of riverine ecosystem processes to produce broadly applicable conceptual models, 2) Enhance selected ongoing instream flow projects with complementary interdisciplinary studies, and 3) Design a long-term, watershed-scale research program that will substantively reinvent riverine ecosystem science. In addition, topical discussion groups on hydrology, geomorphology, aquatic habitat and populations, and socio-economic analysis and negotiation identified eleven important complementary actions required to advance the state of the science and to

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

Science.gov (United States)

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

2018-04-24

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

Science, evolution, and creationism

National Research Council Canada - National Science Library

Committee on Revising Science and Creationism

... are more comfortable. In the book Science, Evolution, and Creationism, a group of experts assembled by the National Academy of Sciences and the Institute of Medicine explain the fundamental methods of science, document...

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Sediment dynamics like deposition, erosion and dispersion are explained with the simulated tidal currents and OCM derived sediment concentrations. ... Geosciences Division, Marine, Geo and Planetary Sciences Group, Earth, Ocean, Atmosphere, Planetary Sciences and Applications Area, Space Applications Centre ...

Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

Science.gov (United States)

Burrell, S.

2012-12-01

Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

Focus Group in Community Mental Health Research: Need for Adaption.

Science.gov (United States)

Zupančič, Vesna; Pahor, Majda; Kogovšek, Tina

2018-04-27

The article presents an analysis of the use of focus groups in researching community mental health users, starting with the reasons for using them, their implementation in mental health service users' research, and the adaptations of focus group use when researching the experiences of users. Based on personal research experience and a review of scientific publications in the Google Scholar, Web of Science, ProQuest, EBSCOhost, and Scopus databases, 20 articles published between 2010 and 2016 were selected for targeted content analysis. A checklist for reporting on the use of focus groups with community mental health service users, aiming to improve the comparability, verifiability and validity was developed. Adaptations of the implementation of focus groups in relation to participants' characteristics were suggested. Focus groups are not only useful as a scientific research technique, but also for ensuring service users' participation in decision-making in community mental health and evaluating the quality of the mental health system and services .

Review of Recent Methodological Developments in Group-Randomized Trials: Part 2-Analysis.

Science.gov (United States)

Turner, Elizabeth L; Prague, Melanie; Gallis, John A; Li, Fan; Murray, David M

2017-07-01

In 2004, Murray et al. reviewed methodological developments in the design and analysis of group-randomized trials (GRTs). We have updated that review with developments in analysis of the past 13 years, with a companion article to focus on developments in design. We discuss developments in the topics of the earlier review (e.g., methods for parallel-arm GRTs, individually randomized group-treatment trials, and missing data) and in new topics, including methods to account for multiple-level clustering and alternative estimation methods (e.g., augmented generalized estimating equations, targeted maximum likelihood, and quadratic inference functions). In addition, we describe developments in analysis of alternative group designs (including stepped-wedge GRTs, network-randomized trials, and pseudocluster randomized trials), which require clustering to be accounted for in their design and analysis.

A Mixed Methods Content Analysis of the Research Literature in Science Education

Science.gov (United States)

Schram, Asta B.

2014-10-01

In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies from science education journals as they relate to the definition, design, and overall practice of using mixed methods. I scrutinized a purposeful sample, derived from 3 journals (the International Journal of Science Education, the Journal of Research in Science Teaching, and the Research in Science Education) in terms of the type of data collected, timing, priority, design, the mixing of the 2 data strands in the studies, and the justifications authors provide for using mixed methods. Furthermore, the articles were evaluated in terms of how well they met contemporary definitions for mixed methods research. The studies varied considerably in the use and understanding of mixed methods. A systematic evaluation of the employment of mixed methods methodology was used to identify the studies that best reflected contemporary definitions. A comparison to earlier content analyses of mixed methods research indicates that researchers' knowledge of mixed methods methodology may be increasing. The use of this strategy in science education research calls, however, for an improved methodology, especially concerning the practice of mixing. Suggestions are given on how to best use this approach.

A pedagogical analysis of science textbooks: How can we proceed?

Science.gov (United States)

Koulaidis, Vasilis; Tsatsaroni, Anna

1996-03-01

This paper discusses some of the available frameworks for the pedagogical analysis of school science textbooks. First, it distinguishes between (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used, and the teaching methods promoted; and (b) those which consider the principles that organize the content and the form of presentation. In attempting to consider the sorts of principles that may be used in the studies categorised under (b), two crucial issues are discussed. The first issue refers to the relationship between scientific knowledge and school knowledge, which, as the relevant literature suggests, might not be conceived merely as a simplified “casting” of the scientific structure, but rather should be understood as a complex social process. The second issue explicitly addresses the nature of the pedagogic relationship and the place of the pedagogic text within it. Recent views about the nature of knowledge, it is argued, would suggest a reconceptualisation of the teaching activity, and indicate a model according to which the three elements of the teaching situation-the content, the pupil and the teacher—are seen as being (re)constituted in their articulation within and through the text(book). Thus, for example, what is to be a competent pupil in this approach is a function of the text. On the basis of these considerations, three approaches to the analysis of science textbooks are discussed: the socio-cognitive, the sociolinguistic and the socio-epistemic. The relative merits of the third approach are considered, and some examples are used from Greek science textbooks.

A Survey on Quality of Service Monitoring and Analysis of Network of Agricultural Science and Technology Resources

OpenAIRE

Jian , Ma

2014-01-01

International audience; First, current situation on Network of agricultural science and technology resources is described. Then we pay much attention to the quality of service monitoring and analysis system of network resources. And finally, we come to the conclusion that the construction of Quality of service monitoring, analysis of network of agricultural science and technology resources is in great need.

Investigating the Self-Perceived Science Teaching Needs of Local Elementary Educators

Science.gov (United States)

Carver, Cynthia G.

Elementary teachers in one school system have expressed low self-efficacy teaching science and desire more support teaching science. However, little research has been conducted on how best to meet these teachers' needs. The theories of perceived self-efficacy, social cognition, and behaviorism make up the conceptual framework of this study. The focus of this qualitative project study was on the needs of local elementary educators. These teachers were asked what they felt they needed most to be more effective science educators. The methodology of phenomenology was used in this study in which local elementary teachers were questioned in focus groups regarding their own science teaching efficacy and perceived needs. Using inductive analysis, data were coded for links to discussion questions as well as any additional patterns that emerged. Findings indicated that local elementary teachers desire improved communication among administrators and teachers as well as better science content support and training. Focus group participants agreed that teacher self-efficacy affects the time spent, effort toward, and quality of elementary science education. Using the results of the study, a science mentor program was developed to support the needs of elementary teachers and increase teacher self-efficacy, thus improving local elementary science education. Implications for positive social change include the development and support of elementary science programs in other school systems with the goal of improving science education for elementary students.

Issues in the Analysis of Focus Groups: Generalisability, Quantifiability, Treatment of Context and Quotations

Science.gov (United States)

Vicsek, Lilla

2010-01-01

In this paper I discuss some concerns related to the analysis of focus groups: (a) the issue of generalisation; (b) the problems of using numbers and quantifying in the analysis; (c) how the concrete situation of the focus groups could be included in the analysis, and (d) what formats can be used when quoting from focus groups. Problems with…

Thinking about information work of nuclear science and technology in the age of big data: speaking of the information analysis and research

International Nuclear Information System (INIS)

Chen Tieyong

2014-01-01

Human society is entering a 'PB' (1024TB) the new era as the unit of structured and unstructured data, In the network era, with the development of mobile communications, electronic commerce, the emergence and development of social network. Now, a large-scale production, sharing and application data era is opening. How to explore the value of data, to conquer big data, to get useful information, is an important task of our science and technology information workers. This paper tries to analyze the development of the nuclear science and technology information work from big data obtain, analysis, application. Our analysis and research work for information will be increasingly based on all data and analysis, Instead of random sampling. The data 'sound' is possible. A lot of results of information analysis and research can be expressed quantitatively. We should attach great importance to data collection, careful analysis of the big data. We involves the professional division of labor, but also to cooperation In nuclear science and technology information analysis and research process. In addition, we should strengthen the nuclear science and technology information resource construction, improve Information supply; strengthen the analysis and research of nuclear science and technology information, improve the information service; strengthen information management of nuclear science and technology, pay attention to the security problems and intellectual property rights in information sharing; strengthen personnel training, continuously improve the nuclear science and technology information work efficiency and performance. In the age of big data, our nuclear science and technology information workers shall be based on the information analysis and study as the core, one hand grasping information collection, another hand grasping information service, forge ahead and innovation, continuous improvement working ability of nuclear science and technology information, improve the

Quasi-experimental Methods in Empirical Regional Science and Policy Analysis – Is there a Scope for Application?

DEFF Research Database (Denmark)

Mitze, Timo; Paloyo, Alfredo R.; Alecke, Björn

Applied econometrics has recently emphasized the identification of causal parameters for policy analysis. This revolution has yet to fully propagate to the field of regional science. We examine the scope for application of the matching approach – part of the modern applied econometrics toolkit...... – in regional science and highlight special features of regional data that make such an application difficult. In particular, our analysis of the effect of regional subsidies on labor-productivity growth in Germany indicates that such policies are effective, but only up to a certain maximum treatment intensity...... to be interpreted with some caution. The matching approach nevertheless can be of great value for regional policy analysis and should be the subject of future research efforts in the field of empirical regional science....

Meta-analysis of learning design on sciences to develop a teacher’s professionalism training model

Science.gov (United States)

Alimah, S.; Anggraito, Y. U.; Prasetyo, A. P. B.; Saptono, S.

2018-03-01

This research explored a meta-analysis ofthe teaching design on sciences teachers’ lesson plans to develop the training model in achieving 21st-century learning competence and the implementation of the scientifically literate school model. This is a qualitative research with descriptively qualitative analysis. The sample was the members of sciences teacher’s organizations in Brebes Central Java Indonesia. Data was collected by documentation, observation, interviews, and questionnaires scale understanding. Analysis of the lesson plans focused on the correctness of development concept and integration of Strengthening Character Education; School Literacy Movement; Communication, Collaboration, Critical Thinking and Creativity; and Higher Order Thinking Skill. The sciences teachers had a good understanding of the components of the lesson plan, but needed further training. The integration of the character education by the teacher was not explicitly written into their lesson plan. The teachers’ skill to integrate the components was still needed improvements. It is found that training and mentoring of lesson plan development to improve the skills of science teachers in achieving 21st-century learning competencies are still urgent to be done. The training and mentoring model proposed here is Peretipe model, to help teachers skillfully design good lesson plans based on Technological Pedagogical, and Content Knowledge.